18 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
Education catalog title: Critical Listening for Audio Production — Advanced Elective
About 16–18 after an introductory listening course; prepared younger learners may use selected tracks.
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Listen to each announced reference, then pause before the next answer. Write your estimate first. On a second pass, record whether your errors tend to run high or low.
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
Identify frequency regions without using a spectrum display.
Distinguish a tone from narrowband and broadband noise.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-02 · everest-02
Estimation of Sound Level Changes
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Write louder, softer, or unchanged for each comparison before hearing its explanation. Repeat at the same comfortable playback setting and compare confidence.
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
Recognize increases and decreases in level.
Compare level judgments for tones, speech, and music.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-03 · everest-03
Estimating Frequency Band Limitations
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Compare each restricted example with the reference. Note whether bass weight, vocal clarity, or high-frequency detail changed. Predict which edge of the band moved before the narration confirms it.
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
Recognize low- and high-frequency restrictions.
Describe how restrictions affect speech and music.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-04 · everest-04
Frequency Response Irregularities
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
For each example, record peak or dip, an approximate region, and a plain-language description. Compare your descriptions across speech and music.
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
Distinguish localized peaks from dips.
Connect coloration to a frequency region.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-05 · everest-05
Judgment of Sound Quality
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
List what changed in each pair before deciding which you prefer. Revisit one difficult example and identify the musical feature that made the difference audible.
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
Separate description from preference.
Compare simple and complex listening signals.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
everest-06 · everest-06
Detecting Distortion
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Listen for the first example where a change becomes noticeable. Describe its character and the signal used. Repeat without increasing your monitoring level.
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
Recognize added roughness or harmonic content.
Distinguish harmonic from intermodulation distortion conceptually.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-07 · everest-07
Reverberation Effects
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Compare the speech and music examples. Record where words become harder to follow and where musical sounds begin to overlap.
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
Hear differences in reverberant decay.
Describe the effect on speech intelligibility and musical texture.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
everest-08 · everest-08
Signal Versus Noise
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Note the point where noise becomes audible in each sequence. Compare speech pauses with sustained music and explain the difference.
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
Recognize noise under different program material.
Explain why noise is more apparent during pauses.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-09 · everest-09
Voice Colorations
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
For each voice example, write one descriptive phrase and the demonstrated cause. Compare male and female voice examples without assuming identical responses.
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
Describe vocal coloration consistently.
Separate an audible observation from a proposed cause.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-10 · everest-10
Listening With Discernment
MU:Re9.1.T.Ia · National Core Arts Standards — Music Technology Judge a musical result
Assignment
Make a listening log for the review track: example, suspected change, confidence, and explanation. Revisit your two least certain judgments using the earlier lesson tracks.
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
Apply several listening skills to an unfamiliar example.
Identify evidence for a proposed diagnosis.
Standard-specific check: Name the musical purpose, compare the same passage fairly, and support the decision with audible details.
everest-11 · everest-11
Loudness, Pitch, and Timbre
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
For each demonstration, identify the physical change and the perceptual change separately. Note any example where the simple correspondence is incomplete.
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
Distinguish physical quantities from perceptions.
Describe timbre without confusing it with pitch.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-12 · everest-12
How One Sound Masks Another
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Follow the masker and test signal through the demonstrations. Record when the test signal is detectable and how the masker changes.
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
Recognize a masked signal.
Relate masking to spectral proximity.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-13 · everest-13
How the Ear Analyzes Sound
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Listen for how the demonstrations change as spectral components move closer together or farther apart. Use the source figures alongside the narration.
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
Explain auditory filtering in practical terms.
Connect filter selectivity with masking.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-14 · everest-14
Non-Linearities in the Auditory System
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Follow the tone-pair demonstrations at a comfortable level. Describe any additional perceived pitch, then compare your observation with the narration.
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
Recognize the distinction between acoustic input and perception.
Explain why the playback chain matters in a distortion demonstration.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-15 · everest-15
The Perception of Delayed Sounds
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
For each sequence, note the first change in timbre and the first clearly separate event. Compare your observations across the different source sounds.
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
Distinguish coloration, fusion, and a separate echo.
Describe the role of delay and relative level.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-16 · everest-16
Why Some Sounds Are More Pleasant Than Others
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Describe how the interaction changes as tone spacing changes. Record perceived beats or roughness separately from whether you enjoy the sound.
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
Hear beating and roughness.
Separate a sensory observation from a preference judgment.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-17 · everest-17
How We Locate Sounds
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Follow each spatial demonstration and record perceived position. Note your speaker or headphone arrangement so the result can be interpreted.
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
Identify timing, level, and spectral localization cues.
Describe apparent direction without confusing it with loudness.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
everest-18 · everest-18
True Binaural Listening
6.6 · Tennessee A/V Production I — C11H01 Explain sound behavior
Assignment
Use headphones with left and right correctly oriented. Describe position, distance, and whether images seem inside or outside your head. Compare with the source explanation.
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
Distinguish binaural reproduction from ordinary stereo.
Evaluate spatial impressions using headphones.
Standard-specific check: Connect the observed sound to its physical or digital cause and use a labeled sketch or graphic to explain it.
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 “Estimating the Frequency of Sound.” 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 “True Binaural Listening” 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.