Assessment indicates how well students have achieved the outcomes of a learning process. Evaluation considers the effectiveness of the process and invites speculation about where teachers and students might go from there.

Many teachers encourage their students to record music lessons in custom-made music 'exercise' books, available with music manuscript pages and ordinary lined text pages. This is fine but unless you plan to have your students do a lot of writing, which rides contrary to the ideal of making music a hands-on experiential subject, you may need to consider whether these are necessary. Teachers might also issue photocopied graphic 'text' 'comprehension' sheets to accompany a lesson. These could be added to a 'Music' section in a general subject folder.

Obviously though, while Indian music can be performed from written notation much of the tradition is aural. Consequently 'writing' is not part of the convention.

I rather like the idea of students keeping a 'folio' recording their work, rather like an arts folder. In this they may have large A3 or even larger sheets on which they have jointly prepared original music works (using graphic or staff notation), tapes of work they have been rehearsing, and cumulative contextually relevant exercises about music theory, appreciation and history.

If the teacher intends to use this folio as a record of each student's achievement of intended learning outcomes, students ought to have a clear idea at the outset what they are expected to be able to produce for assessment based on these folios.

This said, ought music to be about writing paragraphs of text or drawing pictures? Agreed they may be appropriate secondary activities but shouldn't music primarily be a hands-on experience? If your priority is to share music learning and teaching with your students then whenever possible it ought to be the music itself which communicates this learning and teaching.