Submitted Fall, 2003
Elements of the assessment plan for Music in the Department of Music and Performing Arts have been used to evaluate student academic and performance achievement in three areas relating to the quality and outcome of the educational process. The three assessment tools used thus far are: Piano Proficiency Assessments (Objective B), Music Business Survey (Objective D) and Juried Activities - Advanced Standing (Objectives A & C). The Piano Proficiency assessment tool measures practical performance skills that will be used in a student's chosen area of study. The Music Business assessment tool is designed as a self assessment of learning for students seeking a degree in Music Business. The Music 150/151 or performance skills competencies assessment tool is used to determine progress being made in each student's major instrumental or vocal performance emphasis. Learning Objectives include the following:
- Students will experience personal artistic enrichment and develop understanding of the styles and performance practices of diverse musical eras through solo and ensemble participation in, and attendance at numerous concerts, recitals, musicals, operas, master classes and music for special events. (Goals: 1 & 2)
- Students will achieve broad intellectual and interpretive skills and understanding as they pertain to their degree programs in the areas of music theory, music history, music education, music business, music technology, music performance, music pedagogy, musical theater, opera, conducting and the appreciation of music. (Goals: 1, 2, 3 & 5)
- Students will develop musical understanding and critical artistic judgment as they participate in a wide range of rewarding solo and ensemble performance experiences for the enhancement of the arts at the university and in the community. (Goals: 1 & 2)
- Upon completion of the course of study leading to a degree, minor or program endorsement in music, students will be prepared to seek professional placement in the competitive job market within their chosen field or pursue an advanced degree in a related field of study. (Goals: 3 , 4 & 5)
Student learning outcomes were measured in the following ways:
Piano Proficiency
Each student's keyboard skills are evaluated by two or more piano faculty members using the rubric identified in the "Instruments" section of the Academic Departments and Programs Assessment Report. Each student is given as many opportunities as needed to meet the minimum standard on each part of the assessment. During the last semester (Fall 2003), the assessment resulted in the following:
| No. Assessments Administered |
Pass |
Partial Retake |
Full Retake |
| 11 |
7 |
4 |
0 |
Music Business Survey
Only a small number (5) students were given the music business survey during the previous semester. Even so, there were clear trends that became apparent.
Student self assessment of knowledge covering subject matter ranked high (4's and 5's) with most students on most questions. Some areas of music theory, i.e., analyzing and performing linear and chordal harmony and analyzing compositional form, were identified as not being as strong as other areas. Clearly, student achievement is based on individual perceptions of future need and the need to demonstrate theoretical concepts for music business majors is less important than other musical skills and knowledge of business practices.
Music 150/151 Performance Skills Competencies Assessment
All students enrolled in MUS 150/151 and in MUS 350/351 (upper level) take a performance jury at the end of each semester. Instrumental students are evaluated by a panel of faculty members for tone quality, intonation, performance technique, interpretation, musical effect and sight-reading. Piano and vocal students are similarly assessed. At the end of the third semester of study, students are evaluated for admission to upper-level study.
An analysis of performance competencies assessments indicates that almost without exception, student performers continue to advance in their skill levels throughout the course of the private study.
During the last semester, seven students were evaluated for upper level placement and two were deferred for consideration the following term indicating positive learning results for students in private lessons.
Assessment of Assessments
Piano Proficiency Assessment
Every music major and minor must demonstrate a level of knowledge and competency on the piano commensurate with his or her degree program.
The purpose of the piano proficiency assessment is to evaluate and assess essential keyboard skills: basic technique (scales and chord progressions), sight-reading (including transposition), knowledge of functional harmony and its applications, accompanying ability, and ability to absorb repertoire at the keyboard; for all of our music majors and minors. It is currently the only committee-administered departmental examination in place for measuring the applied theoretical principals. For music majors, the examination is generally administered during the Sophomore year, though music minors and keyboard principals often take it sooner. Passing the Piano Proficiency Examination is a departmental prerequisite for student teaching for Music Education majors, and for Internship requirements for Music Business majors.
Until the past semester, tracking of specific numbers of students who pass on their first attempt or students who are required to retake part or all of the assessment has not been tracked. That process is now in place to establish a comparative analysis of semester by semester results.
The piano proficiency is currently being reassessed by all departmental faculty members to determine if requirements support student needs. Identified changes, if any, will be implemented in the fall of 2004.
Music Business Survey
Based upon the most recent music business survey, it has been determined that several questions will be added to the student self-assessment of learning. Additional questions will cover student knowledge and understanding the areas of business practices related to the music industry.
Music 150/151 Performance Skills Competencies Assessment
The results of the Performance Skills Competencies Assessment, administered every semester to every student taking applied instrumental or vocal instruction, indicate that stated objectives are, for the most part, being achieved. Assessment of student performance development continues to be a primary predictor of future musical accomplishment. Therefore, each student demonstrates his or her level of competency through a juried performance in front of 3 to 5 faculty members.
This assessment instrument has been administered for over 40 years in the Department of Music and has been proven to be an excellent evaluative and motivational tool.
Most recently, through an assessment of this assessment, it has been determined by members of the faculty that the analysis of individual student skill levels can better be assessed using a rubric format the contents of which are presently being developed.