The article systematizes all kinds of main evaluation procedures for determining the quality of musical education of schoolchildren in contemporary Russian schools on the basis of generalization of advanced pedagogical experience. The aim of the work is to summarize the pedagogical experience of tracing the achievements of students in musical activity, accumulated by teachers in Russian schools. It summarizes the main quality assessment means of mastering the music training content in the Russian school in the general education system. The questionnaires, activity products, students' activities, and integrative tools acted as means of subject results assessment of teaching students to music. The author considers the following main types of interviews: oral, written interviews, testing. To the most frequently encountered products in music education the author attributes the following: essays, abstracts, reports, presentations, music compositions, competitive work, concert performances, olympiads, reviews, annotations. The activity of the student is carried out in the form of musical projects, case studies, research reports, practical assignments, musical and didactic games, and creative works. As integrative tools, a portfolio of students and a music diary are used. The article examines the advantages of various means of assessing the subject, personal and meta-subject results of teaching children's music. The paper marks relevance of the main monitoring means and subject competencies on music in the context of the implementation of the Federal Government Educational Standards for General Education in Russia.