Assessment Plan
March 15, 2004
Bachelors Degree Assessment Plan
Masters Degree Assessment Plan
Educational Specialist Assessment Plan (joint program with Middle Secondary Education and Instructional Technology)
Doctoral Degree in Music Education (joint program with Middle Secondary Education and Instructional Technology)
The mission of the School of Music is to provide a comprehensive, rigorous, and innovative academic program that is consistent with the urban context and mission of Georgia State University, and that serves the pursuit of artistic, professional, and scholarly excellence through experiences of lasting value to all stakeholders.
Because music is a performing art characterized by sequential development of knowledge and skill, student assessment is inherent within the discipline. A performance audition is the standard for admission to either the undergraduate or graduate program, and theory and history placement tests ensure that students have opportunities to acquire the requisite knowledge for their programs. In addition to course examinations and projects, students are constantly assessed for their performance achievement, and public performances provide the most visible indicator of success. The fourth semester qualifying examination for all undergraduate students constitutes a review of prior course grades, satisfaction of piano proficiency, and an applied performance level sufficient to advance to junior standing. Students who do not advance in performance are given a reasonable period of time to demonstrate improvement and then either advanced or advised out of the department. At the upper division and graduate levels, semester juries and public recitals are the most visible evidence of success. Depending on concentration, students must also evidence standards of proficiency via composition portfolios and performances, student teaching, and internships, in addition to course grades. Music education requires a minimum 2.5 GPA for admission to the undergraduate concentration and grades of B or better in all relevant methods courses prior to admission to student teaching. Master’s candidates must either perform two culminating recitals or complete an exit project. In the case of performance, a pre-recital jury determines the student’s readiness for public performance.
Undergraduate Learning Outcomes – Music Majors
SCHOOL OF MUSIC – GENERAL EDUCATION OUTCOMES FOR MUSIC COURSES
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Applied Music Lessons and Performance Classes |
Music History, World Music and Music Literature Classes |
Music Theory and Composition Classes |
Music Pedagogy Classes |
Music Computer and Technology Classes |
Music Management Classes |
Goal 1. Communication |
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Goal 2. Collaboration |
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Goal 3. Critical Thinking |
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Goal IV. Contemporary Issues |
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Goal V. Quantitative Skills |
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Goal VI. |
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Learning Outcomes in the Major
1. Using aural examples and notation, perceives, analyzes, and explains the theoretical structure of music in styles and genres from pre-Renaissance through contemporary eras, and demonstrates independent synthesis of this knowledge when listening, creating, and performing
Assessment: 1) final examinations in music theory and music history classes;
2) weekly assessments in individual performing and composition lessons and laboratories; 3) end-of-semester performance juries; 4) assessments of public recital and concert performances; 5) rising junior barrier assessment
2. Places Western and non-Western music in historical and cultural context
Assessment: 1) final examinations in music history and world music; 2) program notes for public recitals
3. Uses appropriate applications of technology in listening, creating, and performing music
Assessment: 1) assignments and examinations in Mus 4730 – Introduction to Computer Applications in Music; 2) relevant assignments in music theory classes; 3) student-produced work in advanced computer music and recording classes
4. Performs diverse repertoire with advanced levels of musicianship in large ensembles, small ensembles, and as a soloist
Assessment: 1) weekly laboratories in chamber music; 2) public chamber music performances; 3) multiple large-ensemble performances each semester; 4) solo performances in laboratories and public recitals
5. Using knowledge of instruments and the voice, composes and improvises music in imitation, in original works, and/or with non-traditional sounds
Assessment: 1) assignments, projects, and final exam in Mus 3010 – Basic Improvisation; 2) assignments in music theory classes; 3) assignments, examinations, and projects in Mus 4110 – Instrumentation and Orchestration and Mus 4140, Arranging for Chorus
6. Demonstrates functional levels of keyboard and conducting proficiency
Assessment: 1) examinations/proficiencies in Mus 1710, 1720, 2710, 2720 – Keyboard Classes; 2) examinations/proficiency in Mus 2490 – Basic Conducting; 3) examinations/proficiency in Mus 4480 – Advanced Choral Conducting and Mus 4490 – Advanced Instrumental Conducting
7. Demonstrates skills of oral, written, and verbal presentation and teaching to support sharing music with lay audiences and other musicians
Assessment: 1) examinations and proficiency in relevant pedagogy classes; 2) papers/projects in music history, music education, and music management classes; 3) written projects associated with performance classes; 4) supervised practica/internships relevant to concentrations
8. Demonstrates knowledge, synthesis,
skills, problem-solving, and application consistent with careers and high
learning demands specific to a selected concentration within the
Assessment: 1) junior-level qualifying examination for all concentrations; 2) examinations and proficiencies in concentration courses; 3) culminating recitals; 4) capstone experience portfolios for experiences such as internships and student teaching 5) composition portfolios
Detailed
4. Data Collection and Analysis Procedures
1.
Performance (Outcomes 1, 3, 4, 6, 8)
Admission
audition for performance placement – recorded in each student’s file
and SoM database; reviewed at end of each semester
Students may be retained or advanced in placement based on semester jury grades; auditions are held for ensemble placements at the start of each semester and lists are publicly posted; piano proficiency is assessed on admission and through performance examinations; conducting proficiency is assessed through exams and classroom performance; solo recitals are graded and an evaluation form and program are placed in the student file; a jury recital must be passed in order for the student to be permitted to perform the recital; syllabi indicate standards against which performance assessments are determined
2. Theory (Outcomes 1, 3, 4, 5, 8)
Admission theory placement test results (written and aural) are compiled in student files and students are placed in appropriate classes (C or better is required to advance to next level); embedded assignments, examinations, and student performances are assessed for theoretical understanding; exam grades and student performances are assessed in composition and improvisation; composition portfolios are assessed by review and by recitals that are evaluated by faculty
3. History and Literature (Outcomes 1, 2, 4, 7, 8)
Grades in three primary history and literature courses – Mus 4800, Mus 4810, and Mus 4820 are used to substantiate content knowledge; grades in specialized literature courses such as orchestral literature, voice literature, piano literature, and chamber literature indicate knowledge levels in those areas
4. Pedagogy (Outcome 7)
Grades in pedagogy and methods courses substantiate content knowledge; Skills are observed and critiqued in field experiences and student teaching; grades in guided internships provide additional supportive data
1. Performance (Outcome 1)
Admission audition results are documented in student file; instruction based on technical/repertoire needs as established by audition and prior record of repertoire; end-of-semester jury results are recorded in student files; recital jury is required in order to perform recital; recital grades and evaluations are recorded in student files; syllabi indicate repertoire and technical requirements against which performances are graded
2. Theoretical Understanding (Outcome 2)
Admission theory placement tests determine course work; grades in courses indicate level of achievement; recital documentation is reviewed for accuracy by faculty prior to publication; theoretical question is included on MM oral examinations; results of MM comprehensive individually recorded in student file
3. Research and Literature Knowledge (Outcome 3)
Relevant course grades in research and literature courses indicate knowledge; recital repertoire is chosen with advice by faculty for diverse representation; recital documentation is reviewed for accuracy by faculty prior to publication; degree exit projects indicate research knowledge and skill
4. Historical-Cultural Understanding (Outcome 4)
Admission history placement test determines required course work; grades in courses indicate level of knowledge; MM comprehensive oral exam includes historical question; results of MM comprehensive are individually recorded in student file
5. Pedagogical Understanding (Outcome 5)
Grades in relevant courses are used as indicators of knowledge; music education teaching and learning seminar is used for ongoing assessment of teaching proficiency; observations are used for evidence of pedagogical knowledge and skill
6. Technological Understanding (Outcome 6)
Grade in Mus 6730 or other technology courses used as evidence of knowledge; technology applications relevant to various concentrations are assessed within the concentrations
5. Assessment Objectives and Use of Findings
1. Audit of syllabi for representative inclusion of established departmental learning outcomes and cataloguing of relevant assessment strategies
2. Development of additional strategies, such as electronic student process portfolios, for increasing systematization of assessment of student learning
3. Selection of benchmark data to be summarized as an aid in departmental overview, e.g., 4th-semester performance jury results, 4th-semester theory grades, selected technology assignments, capstone courses or experiences in the various concentrations
4. Development of an exit instrument to be completed in connection with the graduation audits done for each undergraduate and graduate student
5. Development of an alumni survey vis-ŕ-vis learning outcomes
6. Resources Required to Full Increased Systematic Assessment Objectives
1. Faculty development funds to hold seminars and retreats to address department-level assessment needs
2. Faculty release time to develop overall departmental level assessments based on current intensive assessments at the concentration level
3. Staff time/support to assist in compiling results on an ongoing basis, analyzing qualitative and quantitative data, and developing department-level reports
4. Reduced faculty workloads to permit increased hours devoted to department-level assessment tasks, compiling of data, revision of syllabi, revision of teaching, and extensive documentation inherent in all of these dimensions