Procedural Knowledge

Procedural Knowledge is being able to perform what you know. This is a very important component of teaching music. Students need to be able to demonstrate what they know about the music and their instruments. The best way students do this is through concerts and other performances. The difficult thing about grading students how well they perform is that you don't want to insult the student and their abilities. But my question is, how is grading someone based on how well they play saxophone different from grading a student on how well they do math? If a math problem is presented and the student is expected to find the correct solution, is that different than presenting a student with a piece of music and expecting it to be played correctly? After all, they're both forms of demonstrating procedural knowledge.

The difference between the two is that math and music are two different types of intelligences. There are 8 areas of intelligences total (including mathematical/logistical and musical). A student may excel in one area and be absolutely terrible in another. Should a student be judged based off that? Maybe judging a student on how well s/he performs tasks in comparison to their overall performance in that intelligence is a better solution.