73 assessed work items are mapped below. Use the lesson title or activity ID to find the work, the evidence to keep, and the criteria used to assess it.
Suggested learner fit
About 16–18 after Audio Engineering & Recording I; younger experienced learners may qualify by practical review.
Priority skills: Critical listening; advanced capture; dynamics and space; troubleshooting and delivery.
Prior skills: Can record, edit, route, export, and reopen a multitrack session.
Equipment: DAW, headphones, supplied comparison files, interface and microphones for capture labs.
Expected time: 45 planned hours.
Teacher guidance: Teacher-led practical checks and hearing-safe listening are required.
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Label the three reference regions.
Listen to the phrase and name one region of interest.
Test a small broad EQ change on a copy where supported.
Record whether the observation survives a context comparison.
Assignment
Reference labels and one bounded diagnostic test.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
References correct
Observation bounded
Test conservative
Claim limited
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER2-U01-L02 · AER2-U01-L02
Can you hear 3 dB?
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Set comfortable playback with the louder file first.
Run six short order-varied comparisons with a teacher or partner.
Record louder choice and confidence before reveal.
Check results and describe any uncertainty or order effect.
Assignment
Six-trial record with choices, revealed order and reflection.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Playback fixed
Order varied
Responses recorded first
Purpose understood
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U01-L03 · AER2-U01-L03
Now compare 1 dB
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Run six short comparisons with order varied.
Write choice and confidence before each reveal.
Compare consistency with the 3 dB trials.
Name one condition that could affect the results.
Assignment
Trial log and cautious comparison of results.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Trials recorded
Playback consistent
Confidence included
Generalization bounded
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U01-L04 · AER2-U01-L04
Set a reference and log uncertainty
1.5.b · ISTE Standards for Students Analyze evidence with digital tools
Work to do
Choose and document a comfortable playback setup.
Use the reference before judging a short mix.
Repeat the reference after the comparison to check setup consistency.
Record uncertainty and any changed conditions.
Assignment
Reference/setup log and limits statement.
Evidence to keep
Keep the figures or observations in a spreadsheet or other digital table. Show each calculation or comparison and explain the decision it supports.
Assessment criteria
Setup documented
Reference repeated
Conditions tracked
No false calibration claim
Standard-specific check: Show the input data, calculations or comparisons, and a conclusion that can be reproduced from the records.
AER2-U02-L01 · AER2-U02-L01
Choose the stereo geometry
6.7 · Tennessee A/V Production I — C11H01 Choose and position microphones
Work to do
State source, room and intended stereo impression.
Draw a coincident or spaced arrangement with actual directions/spacing.
Explain likely level/time relationships.
Have the teacher verify the practical setup or label the work as a plan.
Assignment
Geometry plan with purpose and capability status.
Evidence to keep
Include a labeled placement sketch and microphone information from its manufacturer. Record whether you made the capture yourself, observed a demonstration, or analyzed supplied audio. Practical microphone operation requires a witnessed capture.
Assessment criteria
Purpose clear
Geometry documented
Mechanism distinguished
Capture status honest
Standard-specific check: Compare microphone behavior, justify placement and connections, and check the result against the recording purpose.
AER2-U02-L02 · AER2-U02-L02
Capture a repeatable source
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Record or inspect a complete two-channel test.
Check that both channels carry intended content and note their levels.
Change one teacher-approved geometry variable for a second take if available.
Save conditions and compare without silently normalizing the raw evidence.
Assignment
Two-channel recording/analysis and controlled-conditions log.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Channels checked
Conditions documented
Variable bounded
Confounds acknowledged
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER2-U02-L03 · AER2-U02-L03
Test timing and polarity separately
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Save the original pair and route.
Try a polarity reversal on one channel and compare.
Restore polarity, then test one small time adjustment separately.
Record which change helped, its cost and what cause remains unproven.
Assignment
Separate timing/polarity tests and bounded diagnosis.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Baseline preserved
Tests independent
Spatial cost considered
Cause not overclaimed
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U02-L04 · AER2-U02-L04
Evaluate mono compatibility
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Document the summing method.
Compare a located foreground phrase in stereo and mono.
Test one revision only if a meaningful problem exists.
Retain the original and explain the final compromise.
Assignment
Stereo/mono evaluation with method and decision.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Actual sum confirmed
Foreground tracked
Revision controlled
Tradeoff explicit
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U03-L01 · AER2-U03-L01
Map room contributions
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Map source, microphone and major nearby surfaces.
Identify a pause where room contribution is audible.
Test one source or microphone move where available.
Record the observation and distinguish real capture from synthetic analysis.
Assignment
Room map and a controlled observation.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Environment mapped
Tail located
Variable controlled
Evidence type stated
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER2-U03-L02 · AER2-U03-L02
Compare signal and noise
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Choose wanted and quiet time windows.
Record the same type of level estimate for each if a suitable meter exists.
Explain the limitations of the estimate, including residual room/source sound.
Predict why lowering the playback fader alone does not remove recorded noise selectively.
Assignment
Window/method record and a ratio explanation.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Windows named
Meter method consistent
Ratio understood
Limits disclosed
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U03-L03 · AER2-U03-L03
Trace gain through stages
1.5.c · ISTE Standards for Students Break down a system
Work to do
Draw input gain, converter, track processing, fader and output where present.
Label which meter observes each available point.
Identify an upstream overload scenario followed by a quiet final meter.
Describe the earliest useful test and a prevention action.
Assignment
Gain-stage diagram and an overload diagnosis.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Stages ordered
Meters located
Upstream fault recognized
Test targets cause
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U03-L04 · AER2-U03-L04
Run a controlled capture test
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
State one hypothesis and variable.
Record a baseline and changed condition, or prepare an explicitly unperformed protocol if capture is unavailable.
Retain raw files and label any matched listening copies.
Report the result, tradeoff and remaining uncertainty.
Assignment
Controlled capture record with raw evidence and conclusion.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Hypothesis specific
One variable controlled
Raw evidence retained
Tradeoff evaluated
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U04-L01 · AER2-U04-L01
Plan inputs and cues
1.4.b · ISTE Standards for Students Plan within project limits
Work to do
List sources, inputs, track names and performer roles.
Choose simultaneous or sequential capture based on actual resources.
Draw one monitoring route and identify possible duplicate monitoring.
Prepare take names and a recovery plan.
Assignment
Input/cue plan with actual session mode.
Evidence to keep
Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.
Assessment criteria
Input list feasible
Cue route clear
Mode honest
Take/recovery plan ready
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
AER2-U04-L02 · AER2-U04-L02
Record a small ensemble
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Verify each input and its recorded playback.
Capture two short takes or overdub passes.
Keep original tracks aligned and independently saved.
Log source, take and any changed setting.
Assignment
Multitrack sources and take log with capture mode.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Inputs verified
Independent takes saved
Alignment retained
Changes logged
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER2-U04-L03 · AER2-U04-L03
Comp with originals retained
9.2 · Tennessee A/V Production I — C11H01 Edit audio in software
Work to do
Select a short preferred phrase from each take.
Create a new comp version without replacing originals.
Check linked timing, room continuity and complete attacks/decays.
Retain or reject the join with a located reason.
Assignment
Comp, originals and edit-boundary decision.
Evidence to keep
Keep the original and edited versions. Identify the changed passage and audition its entrance, join and ending.
Assessment criteria
Originals retained
Comp purpose clear
Related tracks considered
Context boundary verified
Standard-specific check: Retain the source, make the intended edit, and audition the boundaries and the finished passage.
AER2-U04-L04 · AER2-U04-L04
Hand off the session
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Export aligned source/stem files and a reference.
Record start, tempo if relevant, routing and processing dependencies.
Open the copied project or reconstruct from the delivered files.
Document differences and correct a missing source if found.
Assignment
Multitrack package and actual recovery report.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Alignment documented
Dependencies clear
Copy tested
Differences reported
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER2-U05-L01 · AER2-U05-L01
Find what disappears
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Write the intended foreground and its role.
Choose a three-second window in mix-a and record the time.
Describe an observation without naming a processor.
Propose two possible causes and a different test for each.
Assignment
Time-located observation, two hypotheses and two tests.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Foreground named
Time window located
Observation separated from cause
Two distinct tests proposed
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER2-U05-L02 · AER2-U05-L02
Try the smallest change
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Import melody, pad and pulse at a common start point. Leave stretching off or verify unchanged duration.
Save a baseline. Lower only the pad level, keeping the other parts fixed.
Compare the same passage in the full mix; adjust the comparison listening level only as needed and document it.
Keep or reject the change based on melody clarity and musical support.
Assignment
Baseline/test exports, changed setting and one benefit/one cost.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Common starting alignment
Single intentional variable
Contextual comparison
Benefit and cost identified
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U05-L03 · AER2-U05-L03
Make a fair A/B
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Version A: leave a short gap in the pad at a chosen melody entrance.
Version B: if EQ is available, make one small tonal change to the pad; otherwise test a different pad level and label the alternative accurately.
Compare each separately against baseline at similar playback loudness.
Select one approach and explain what the alternative did less well.
Assignment
Two labeled tests and a decision table: purpose, changed variable, result, limitation.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Two distinct tests retained
Variables and routes named
Fair comparison attempted
Tool substitution honestly recorded
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U05-L04 · AER2-U05-L04
Defend and transfer
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Write a new brief and time-located observation.
Test one change and preserve the original.
Ask a peer for one specific observation without telling them which version you prefer.
Submit a 60–90-second spoken explanation or 150–200-word written record, with the A/B audio and your final decision.
Assignment
New-window A/B pair, decision record and response to peer feedback.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
New problem or time window
Reproducible comparison
Evidence-based keep/reject decision
Peer feedback considered critically
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U06-L01 · AER2-U06-L01
Compare transient and sustained sources
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Mark a transient and a sustained interval.
Predict intermittent versus continuous reduction under a shared threshold.
Test or inspect the supplied dynamics examples.
State a different musical goal for each source.
Assignment
Envelope observations and source-specific goals.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Envelope described
Prediction sensible
Context considered
Goals distinct
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U06-L02 · AER2-U06-L02
Set detector and ratio
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Name the symptom and actual detector options.
Set a moderate ratio and threshold for occasional action.
Test one detector change where supported; otherwise explain the proposed test.
Record what triggered reduction and its cost to the phrase.
Assignment
Settings and a detector-behavior observation or bounded proposal.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Problem identified
Controls actual
Trigger behavior observed
Capability stated
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U06-L03 · AER2-U06-L03
Test attack and release
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Preserve baseline settings.
Compare two attack values with release fixed.
Restore attack and compare two releases.
Choose a result and locate one retained transient or recovery behavior.
Assignment
Separate timing tests and chosen settings.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Tests separate
Next event considered
Benefit located
Cost acknowledged
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U06-L04 · AER2-U06-L04
Explain the source-dependent choice
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Document separate goals and baselines.
Create one controlled processing version for each.
Reduce loudness bias when judging.
Explain the final choices, including any rejected processing.
Assignment
Two source decisions with paired evidence.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Source goals distinct
Comparisons controlled
Level bias considered
Choices defended
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U07-L01 · AER2-U07-L01
Hear spill in context
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Listen in context if related tracks exist.
Mark wanted events and unwanted intervals.
Name material that must not be removed.
Decide whether treatment is justified or whether placement/arrangement would be a better earlier fix.
Assignment
Annotated timeline and treatment decision.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Context considered
Intervals located
Wanted material protected
Claim realistic
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER2-U07-L02 · AER2-U07-L02
Compare gating and expansion
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Listen to the same event and its complete ending in all versions.
Identify the quieter gaps and any damaged decay.
Choose a treatment based on the intended source role.
State that the supplied envelopes model behavior rather than emulate a named device.
Assignment
Three-way comparison and a continuity judgment.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Gaps compared
Tails evaluated
Choice contextual
Model understood
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U07-L03 · AER2-U07-L03
Control the detector
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Mark correct and false triggering moments.
Adjust one available detector/timing control on a copy.
Replay the same window and record whether false behavior decreases.
Check that quieter wanted events still pass.
Assignment
Trigger log, settings and a retest.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Trigger moments identified
Single change made
Quiet events checked
Result documented
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U07-L04 · AER2-U07-L04
Reject chatter and lost endings
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Identify an unwanted opening/closure or document a clean result.
Test one timing/range correction where available.
Compare with the dry source in context.
Export the chosen passage and verify its full endings.
Assignment
Final treatment with rejected-test evidence.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Decays checked
Correction bounded
Dry comparison retained
Export verified
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U08-L01 · AER2-U08-L01
Separate reflections from repeats
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Work to do
Locate the first repeat or reflected energy.
Describe whether later events remain distinct.
Identify an impact on phrase clarity.
Separate observation from an imagined room description.
Assignment
Three-version description with one clarity observation.
Evidence to keep
Add a labeled sketch explaining the sound behavior you observed, and cite the relevant lesson or source. Separate a listening observation from a physical measurement.
Assessment criteria
Events located
Density distinguished
Clarity described
Room claim bounded
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
AER2-U08-L02 · AER2-U08-L02
Set time and feedback
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Calculate a quarter-note interval for a chosen tempo.
Compare a tempo-related time with a different time at fixed blend.
Restore the chosen time and test a modest feedback change.
Record buildup, clarity and the reason for the final choice.
Assignment
Timing calculation and two isolated tests.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Interval correct
Time test controlled
Feedback separate
Buildup checked
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U08-L03 · AER2-U08-L03
Shape onset and decay
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Mark the direct onset and next phrase entrance.
Test one predelay change or predict it using the model.
Restore the baseline and test decay separately.
Choose a compromise that protects both attack and next entrance.
Assignment
Onset/tail observations and control-specific reasoning.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Regions separate
Controls distinguished
Next phrase checked
Compromise justified
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U08-L04 · AER2-U08-L04
Test depth in context
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
State the intended near/far relationship.
Adjust one send/blend or timing parameter.
Compare the same passage and identify a benefit and cost.
Export with a complete tail and test playback.
Assignment
Depth decision with baseline, render and limits.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Depth intent clear
Variable isolated
Foreground protected
Tail verified
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U09-L01 · AER2-U09-L01
Inspect the route
1.5.c · ISTE Standards for Students Break down a system
Work to do
Create a named working copy and retain downloaded originals.
Import all stems at time zero without automatic alignment changes.
List track/output routes and source durations.
Write initial symptoms with time locations before editing.
Assignment
Baseline session inventory and located observations.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Baseline retained
Starts preserved
Route inspected
Symptoms recorded first
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U09-L02 · AER2-U09-L02
Rank evidence
1.3.b · ISTE Standards for Students Evaluate digital information
Work to do
Choose two located symptoms.
Write competing causes for each.
Design a single-variable test for the strongest hypothesis.
Rank the next actions and explain the priority.
Assignment
Hypothesis table with tests and priorities.
Evidence to keep
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
Assessment criteria
Symptoms specific
Causes compete
Tests distinguish
Priority explained
Standard-specific check: Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.
AER2-U09-L03 · AER2-U09-L03
Test repairs separately
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Test one timing or level hypothesis.
Record the predicted and actual result.
Restore baseline before a second independent test.
Combine only supported repairs and verify the full ending.
Assignment
Separate repair versions and a test log.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Tests isolated
Predictions retained
Results compared
Combined state verified
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U09-L04 · AER2-U09-L04
Submit the fault report
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Write a concise report for each supported repair.
Link filenames and time windows.
Include one rejected test and why it was rejected.
State a remaining uncertainty and the next discriminating test.
Assignment
Fault report, baseline and corrected audio.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Report reproducible
Files/time located
Rejection reasoned
Confidence calibrated
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U10-L01 · AER2-U10-L01
Draw insert and auxiliary paths
1.5.c · ISTE Standards for Students Break down a system
Work to do
Draw a serial insert path.
Draw a parallel send/return path.
Mark summing points and final output.
Predict what should remain audible when the return is muted.
Assignment
Two diagrams and a mute prediction.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Serial path correct
Parallel path correct
Sum points labeled
Mute prediction sound
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U10-L02 · AER2-U10-L02
Create a bus
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Create a bus for two sources where supported.
Route them deliberately and identify any remaining direct outputs.
Test bus mute and source mute separately.
Record whether the result is a subgroup, parallel route or analysis-only plan.
Assignment
Routing snapshot and mute-test record.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Intended mode stated
Duplicate route checked
Mute tests performed
Status accurate
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U10-L03 · AER2-U10-L03
Blend a parallel return
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Name the intended benefit.
Keep the direct path unchanged and add a processed branch at low return level.
Increase blend gradually and check overall headroom.
Compare level-aware baseline/final and state a cost.
Assignment
Parallel comparison and actual route/settings or analysis.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Goal defined
Direct retained
Blend controlled
Level/tone distinguished
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U10-L04 · AER2-U10-L04
Check timing and level
1.5.c · ISTE Standards for Students Break down a system
Work to do
Reduce gains before summing.
Test branch bypass/direct-only states.
Check for a timing-related tonal change and inspect available compensation.
Choose a verified route and document unresolved timing limitations.
Assignment
Route validation and final decision.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Sum level safe
Bypass state tested
Timing considered
Limits documented
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U11-L01 · AER2-U11-L01
Name groups and destinations
1.5.c · ISTE Standards for Students Break down a system
Work to do
Name foreground, support and pulse tracks.
Identify actual groups, buses and outputs.
Test one small linked level change and undo it.
Draw which audio routes versus control links exist.
Assignment
Session organization map and tested link behavior.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Roles named
Routes mapped
Link tested
Group/bus distinguished
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U11-L02 · AER2-U11-L02
Write one move
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Name the target event and parameter.
Write or record one move in the actual automation system.
Check its start, end and following section.
Save a named version and document where the editable data lives.
Assignment
Automated project and located explanation.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Purpose located
Move saved
Endpoints checked
Storage identified
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U11-L03 · AER2-U11-L03
Resolve a routing conflict
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Describe the exact unexpected behavior.
List automation and duplicate-path explanations where plausible.
Test one reversible state change or mute.
Restore the desired mode and repeat the passage to verify the fix.
Assignment
Conflict report with baseline, test and restored state.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Symptom precise
Causes distinguished
Test reversible
Final mode verified
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U11-L04 · AER2-U11-L04
Verify the rendered move
1.1.d · ISTE Standards for Students Operate and explain technology
Work to do
Save and reopen the project.
Confirm the move and its stored data.
Export and play independently.
Record any discrepancy, correction and retest.
Assignment
Project recovery and render verification.
Evidence to keep
Demonstrate the operation yourself where equipment is available. Identify the controls used and verify the result; keep proposed operations separate from completed demonstrations.
Assessment criteria
Project reopened
Data found
Audio checked independently
Claims separated
Standard-specific check: Demonstrate the relevant controls or file operations and explain what changes at the input and output.
AER2-U12-L01 · AER2-U12-L01
Hear before the reveal
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Choose Case A, B or C from the case sheet.
Record two located observations before suggesting a fix.
State the desired musical result.
Save your initial answer before the reveal.
Assignment
Case observation and a bounded goal.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Case identified
Observations located
Goal clear
Initial response retained
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U12-L02 · AER2-U12-L02
Classify competing causes
1.3.b · ISTE Standards for Students Evaluate digital information
Work to do
Name two plausible causes for the case symptom.
Identify one observation supporting each and one that would weaken it.
Choose the earliest useful test.
Keep uncertain causes labeled as hypotheses.
Assignment
Competing-cause table and test choice.
Evidence to keep
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
Assessment criteria
Causes genuinely compete
Evidence distinguished
Test discriminates
Uncertainty retained
Standard-specific check: Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.
AER2-U12-L03 · AER2-U12-L03
Choose the first test
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
State the hypothesis and predicted result.
Perform a reversible edit/bypass test, or design a capture test where equipment is unavailable.
Record the actual observation separately from prediction.
Choose the next step based on that evidence.
Assignment
Test record with prediction, outcome and next action.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Prediction explicit
Test reversible
Observation separate
Next action follows evidence
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U12-L04 · AER2-U12-L04
Compare with the documented method
1.3.b · ISTE Standards for Students Evaluate digital information
Work to do
Read the relevant source-method reveal.
Compare your first test with the documented principle.
State one source-dependent adjustment or limitation.
Write a short transfer plan for a different recording.
Assignment
Source-attributed case reflection and transfer test.
Evidence to keep
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
Assessment criteria
Source attributed
Principle identified
Recipe limits understood
Transfer test specific
Standard-specific check: Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.
AER2-U13-L01 · AER2-U13-L01
Set a repeatable reference
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
State the mix question.
Choose a reference passage with a comparable role.
Document device, level setting and time window.
Name one arrangement difference that limits the comparison.
Assignment
Reference plan and limitation.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Question specific
Passage relevant
Setup documented
Limit identified
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U13-L02 · AER2-U13-L02
Compare without a level trick
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Preserve original files.
Set a repeatable comparison window.
Adjust playback level and state the matching method.
Write one tone/balance observation that remains after level adjustment.
Assignment
Comparison method and located observation.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Originals retained
Window consistent
Method stated
Non-level observation clear
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U13-L03 · AER2-U13-L03
Listen on two systems
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Name both systems and conditions.
Record foreground, bass/body and ending observations.
Identify a recurring issue versus a system-specific difference.
Mark any unperformed test explicitly.
Assignment
Two-system translation log.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Same artifact used
Conditions logged
Recurring issue identified
Inference bounded
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U13-L04 · AER2-U13-L04
Prioritize the revision
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Rank observations by impact and confidence.
Choose one revision and predict its effect.
Export and retest the same passages.
Approve, reduce or reject the change with a reason.
Assignment
Prioritized revision record and final choice.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Priority supported
Prediction explicit
Retest consistent
Decision reasoned
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U14-L01 · AER2-U14-L01
Separate mixing from mastering
1.5.c · ISTE Standards for Students Break down a system
Work to do
List one source-balance issue and one delivery-format issue.
Choose which belongs back in the mix.
Preserve the original stereo mix.
Define a restrained finishing goal or justify no processing.
Assignment
Mix-versus-delivery decision note.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Domains distinguished
Concern located
Original retained
Goal bounded
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U14-L02 · AER2-U14-L02
Read the recipient specification
1.3.b · ISTE Standards for Students Evaluate digital information
Work to do
Read delivery-brief.txt.
Make a checklist of format, channels, range and stated level method.
Identify which checks your tools can perform.
Record an approved alternative or unresolved requirement clearly.
Assignment
Recipient checklist and measurement-capability record.
Evidence to keep
Record the digital source’s author or organization, location and date. Explain why it answers this question and what it leaves unresolved.
Assessment criteria
Brief transcribed
Metrics distinguished
Capabilities honest
Ambiguities visible
Standard-specific check: Identify the source, check its authority and relevance, and distinguish a verified fact from an unanswered question.
AER2-U14-L03 · AER2-U14-L03
Compare a controlled finishing change
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Name the finishing goal.
Make one conservative tonal or dynamic test on a copy.
Compare with level bias reduced and check all sections.
Keep or reject the change and record any format-conversion choices.
Assignment
Original/revision and finishing decision.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Goal defined
Change controlled
Whole piece checked
Choice justified
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U14-L04 · AER2-U14-L04
Verify output and source archive
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Inspect actual properties against the brief.
Measure only with the documented available method.
Play independently and record results.
Archive original mix, project and dependencies, then test recovery.
Assignment
Final checklist and recoverable archive.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Properties verified
Metric appropriate
Playback complete
Editable archive tested
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER2-U15-L01 · AER2-U15-L01
Identify the last working stage
1.5.c · ISTE Standards for Students Break down a system
Work to do
List expected and actual behavior.
Record evidence at each available stage.
Identify the last proven stage.
Choose the next boundary to test.
Assignment
Stage-by-stage fault map.
Evidence to keep
Label the parts, connections and direction of flow. Use the model to explain one result or predict the effect of a specific change.
Assessment criteria
Evidence stage-specific
Known input used
Boundary identified
Baseline retained
Standard-specific check: Identify the parts and connections, then use the diagram or sequence to explain or isolate a problem.
AER2-U15-L02 · AER2-U15-L02
Test a fault hypothesis
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Write two plausible causes.
Choose one reversible discriminating test.
Predict results for each cause.
Run the test in the prepared copy or document a clearly labeled card result.
Assignment
Hypothesis/test record with predictions.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Causes plausible
Test discriminates
Prediction first
Scope controlled
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U15-L03 · AER2-U15-L03
Record the repair and rollback
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Record the original setting or baseline file.
Apply one supported correction.
Retest and save a named fixed version.
Reopen and document both the result and how to restore the prior copy.
Assignment
Repair, verification and rollback record.
Evidence to keep
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
Assessment criteria
Previous state retained
Change exact
Retest succeeds or reported
Reopen verified
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
AER2-U15-L04 · AER2-U15-L04
Confirm the musical outcome
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Verify intended source identities and timing.
Check full playback and ending.
Compare with the brief/reference.
Write closure or a specific remaining issue with the next test.
Assignment
Final fault report with musical verification.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Sources identified
Whole passage checked
Brief satisfied or limits stated
Closure evidenced
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U16-L01 · AER2-U16-L01
Define the listener
1.6.d · ISTE Standards for Students Present to a chosen audience
Work to do
Write the 60–90-second listener brief.
Assign at least three source roles.
Name actual equipment and capture/analysis mode.
Define observable capture, mix and recovery criteria.
Assignment
Capstone brief and evidence plan.
Evidence to keep
Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.
Assessment criteria
Listener intent clear
Roles realistic
Mode honest
Criteria observable
Standard-specific check: Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.
AER2-U16-L02 · AER2-U16-L02
Design the session
1.4.b · ISTE Standards for Students Plan within project limits
Work to do
Create input and placement/cue maps.
Prepare versioned source and project locations.
Name one likely failure and a feasible fallback.
Test the route and revise the plan from the observed result.
Assignment
Session plan with contingency and actual test.
Evidence to keep
Keep the plan in a digital document. Include the intended result, resources, timing and a response to one likely change.
Assessment criteria
Route feasible
Files prepared
Fallback meaningful
Test informs plan
Standard-specific check: Use a digital plan to connect the intended result to available time, equipment, people and a workable fallback.
AER2-U16-L03 · AER2-U16-L03
Capture and keep options
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Capture or assemble the planned source roles.
Retain two options for one meaningful decision.
Document changed variables and confounds.
Select the foundation with a located reason.
Assignment
Source set, condition log and decision pair.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Sources complete
Options retained
Variables traceable
Selection evidenced
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER2-U16-L04 · AER2-U16-L04
Review the production evidence
8.1 · Tennessee A/V Production I — C11H01 Capture a planned performance
Work to do
Compare captured material with the brief.
Classify recapture/edit/mix issues.
Resolve the highest-priority capture problem where feasible.
Reopen a saved copy and confirm the chosen foundation.
Assignment
Production audit and verified foundation.
Evidence to keep
Keep the original recording, setup details and playback check. A proposed setup or supplied recording does not demonstrate your own capture skill.
Assessment criteria
Brief checked
Issues classified
Priority acted on
Foundation reopened
Standard-specific check: Select and connect the equipment, record the planned material, and replay it to verify the capture.
AER2-U17-L01 · AER2-U17-L01
Locate the three decisions
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Choose three distinct engineering decisions.
Name purpose, variable and time window for each.
Locate the baseline and revision files.
Identify one claim that still needs a cleaner test.
Assignment
Three-decision evidence plan.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Decisions distinct
Purposes clear
Evidence located
Uncertainty identified
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U17-L02 · AER2-U17-L02
Run controlled comparisons
1.4.a · ISTE Standards for Students Test a proposed solution
Work to do
Prepare three baseline/revision pairs.
State whether level is the variable or a comparison bias to reduce.
Collect one specific feedback point.
Test a related revision and document its result.
Assignment
Comparison set, feedback and revision evidence.
Evidence to keep
Retain the starting state, the proposed change and its result. Explain what the test established and what you would try next.
Assessment criteria
Purpose defined
Comparison fair
Feedback specific
Revision tested
Standard-specific check: State the problem and expected result, test a controlled change, and use the result to choose the next action.
AER2-U17-L03 · AER2-U17-L03
Test translation
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Log device and listening conditions.
Collect observations at matching locations.
Prioritize one recurring problem or justify no revision.
Test the corrected export and record the compromise.
Assignment
Translation report and final-priority decision.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Conditions recorded
Locations matched
Priority reasoned
Retest documented
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U17-L04 · AER2-U17-L04
Approve a revision
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Work to do
Evaluate each original success criterion.
Record accepted limitations and unresolved failures separately.
Choose and name the approved version.
Save its settings and link the decision evidence.
Assignment
Approval record with criteria and final version identity.
Evidence to keep
Name the musical aim and two listening criteria. Mark the exact passage supporting your decision; explain one benefit and one cost of the chosen version.
Assessment criteria
Criteria applied
Limits classified
Version fixed
Evidence linked
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
AER2-U18-L01 · AER2-U18-L01
Build the handoff
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Collect final audio, project and permitted source files.
Write roles, alignment, format and dependency notes.
Include the three-decision evidence set.
Copy the package and confirm the final filename matches the approval record.
Assignment
Final handoff package and manifest.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Final identified
Sources aligned
Dependencies/commitments clear
Evidence included
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER2-U18-L02 · AER2-U18-L02
Reopen independently
9.1 · Tennessee A/V Production I — C11H01 Organize and preserve session files
Work to do
Open the recipient copy independently of the working session.
Check source identities and alignment.
Play the reference separately and compare key locations.
Repair missing dependencies where possible and record actual retest results.
Assignment
Independent recovery report with reviewer/method and limits.
Evidence to keep
List the working files and their purposes. Reopen the saved or transferred copy and record the playback result.
Assessment criteria
Recipient copy tested
Identities/starts checked
Reference compared
Failures honestly resolved or stated
Standard-specific check: Identify each file’s purpose, preserve the source material and verify that the transferred or reopened project works.
AER2-U18-L03 · AER2-U18-L03
Present the evidence
1.6.d · ISTE Standards for Students Present to a chosen audience
Work to do
Prepare a three-minute presentation or equivalent written portfolio.
Show three decisions and one rejected test.
Include the feedback-to-revision example.
Link recovery evidence and accessible descriptions.
Assignment
Evidence presentation and portfolio links.
Evidence to keep
Prepare the presentation digitally and identify its intended recipient. Explain why you chose these examples and this format.
Assessment criteria
Evidence concise
Choices causal
Feedback traceable
Access supported
Standard-specific check: Identify the intended recipient and adapt the selection, format and explanation to that recipient’s needs.
AER2-U18-L04 · AER2-U18-L04
Plan the next skill
1.1.a · ISTE Standards for Students Set and review a learning goal
Work to do
List three independently demonstrated competencies.
Identify one analysis-only or untested practical skill.
Design a bounded next exercise and necessary resources.
Define the artifact and criterion that would establish progress.
Assignment
Competency reflection and next-exercise brief.
Evidence to keep
Keep the goal and progress comparison in your digital portfolio. Identify a practical next exercise and how you will judge improvement.
Assessment criteria
Demonstrated skills evidenced
Limits clear
Exercise feasible
Success observable
Standard-specific check: Identify a personal skill to improve, choose a practical task and compare the result with the starting point.
AER2-FINAL · AER2-FINAL
Final portfolio and practical review
11.2 · Tennessee A/V Production I — C11H01 Document skills in a portfolio
Work to do
Locate evidence from the course tasks or modules for each final criterion. Include the original, a justified revision, and the verification result.
Preserve the listening copy, editable recovery materials and applicable source permissions. Use your teacher-selected DAW.
Name skills operated independently, skills completed with assistance and skills only analyzed. Arrange required practical opportunities before asking for final acceptance.
Present your decisions in accessible text or a school-approved recording with a transcript. The reviewer must be able to inspect the evidence.
Assignment
Portfolio evidence references, final handoff/recovery result, practical-skill record and next learning step.
Evidence to keep
Add a brief annotation to each selected item: your role, the task, a decision you made, the result and one skill to develop next.
Assessment criteria
Brief and intent
Documented capture or analysis scope
Source preservation
Editing continuity
Processing and listening judgment
Controlled revision after feedback
Delivery and recovery
Accessible explanation and source credits
Standard-specific check: Select relevant work, identify individual contributions, and explain the process, result and next learning step.
Teacher assessment guide
Assess the work named in each row. Record the file or portfolio entry, the criterion, the result and the next action. Use a practical observation for equipment operation. Give feedback on the learner’s decisions as well as the finished result.
Score
Evidence
3
Criterion met, with independent verification or a successful application in another situation.
2
Criterion met: the required work is complete, accurate and supported by evidence.
1
Some relevant work is present, but the intended result has not been demonstrated.
0
The required evidence has not been submitted or demonstrated.
Record each criterion and the next action. Practical equipment work needs an observed demonstration. Use the course grading plan for the final result.
Self-guided completion
Read the evidence requirement before starting. Save the work, check each criterion and revise any missing or unsuccessful part. Use a peer or instructor for tasks that require feedback or a witnessed practical demonstration.
2.5.b · ISTE Standards for Educators Design a practical technology lesson
Prepare and teach “Set a reference and log uncertainty.” Demonstrate the task, then have learners complete it independently.
Submit: A teaching plan, demonstration or teach-back, and learner work showing the result.
Assess: State the learning objective, teach a workable activity and show how the resulting student work demonstrates the objective.
2.5.a · ISTE Standards for Educators Adapt a lesson for learner needs
Adapt one practical assignment for a learner with limited equipment, a different way of accessing instructions, or a different way of presenting the result.
Submit: The original task, the adapted route and the shared assessment criteria.
Assess: Name a specific access or learning need and provide a usable alternative that preserves the intended skill.
2.7.c · ISTE Standards for Educators Use assessment to guide teaching
Use “Final portfolio and practical review” to assess the learner’s decisions and finished work. Plan feedback and a second attempt for one unmet criterion.
Submit: An annotated rubric, specific feedback, revised work and a brief comparison.
Assess: Score the work against stated criteria, identify the misconception and provide feedback and a suitable next activity.