Evaluation is one of the most important components of the teaching-learning process. But because of the difficulty in measuring some music behaviors, music educators have successfully developed ways to measure the outcomes of music instruction. The accurate assessment of instructional outcomes is critical to the refinement of effective teaching. Thus, it seems unlikely that music instruction will improve without more attention to assessing the results of music teaching. If the evaluation presents a true picture of the musical abilities of students, then the process should provide teachers with instructional materials and techniques that work in music classes. If the evaluation process results in inaccurate information about the musical abilities of students, teachers may be led to make incorrect decisions which lead to ineffective instrution in music classes. Music teachers concered with assessing the outcomes of instruction are likely to employ teacher-made achievement test. Tests that measure the present level of mastery of certain skills, as a result of instruction. To get accurate accurate information from the assessment, music teachers need to determine the outcomes of their instruction and to develop various instruments for measuring musical abilities of students. They may include a cognitive test, a musical perception and music appreciation test, a music performing skill rate, a music creation ability rate, and an musical attitude test. When measuring cognitive outcomes, it is important to use a test specification table to help ensure content validity. The test may be composed of multiple-choice, matching, alternative-response, and sort-answer items. When measuring music performance, teachers can use rating-scales in systematizing their evaluations. Measuring the important affective outcomes of music instruction presents several difficulties. Teachers may rely on attitude scales to help gather evidence on the affective outcomes of music instruction, but these are probably not as valid as behavioral evidance, including probably not as valid as behavioral evidance, including physical signs, expressive movement, language behavior, and duration of time spent in an activity.