Ongoing practical assessment
Description
Being practically based, music assessment is an ongoing process, and it takes place every semester. Examinations of solo performance are 30 minutes long and take place at the end of each semester in front of two examiners. In addition, students are assessed for ensemble play as part of a quartet, quintet, big band, orchestra or concert band, etc. In the ensemble, students are assessed for their ability to work with others, to be engaged and involved in the process, and to blend their musical contribution to the section. For the ensemble, students are assessed each week in an ongoing process over 26 weeks. The solo component is worth 60 per cent of the marks and the ensemble component is worth 40 per cent.
Learning goals and objectives
Over the course of their programme, students should show a good deal of improvement and by the end reach an acceptable standard for the profession. The goals are for students to acquire musical proficiency and professionalism, as well as improving and enlarging their repertoires. Martin structures lessons so that students can use similar lessons out in the field once they have graduated if they choose to become music teachers. He is therefore imparting information to the students and helping them hone their technical skills but is also helping them to learn how to teach themselves, how to appraise their own work, and other such professional skills.
Target audience
Martin is course examiner for 15 music courses and involved in delivering a further 11 at all levels. There are some external students, and these travel to the campus once a fortnight. Martin teaches about 35 students in different modes.
Informing students
Martin says that because these are assessments of musical performance, there is little room for misunderstanding of the requirements. There is a marking rubric provided to each student, which outlines expected standards and highlights certain aspects of musical performance such as technique, tone, tempo, expression, style and memory.
Feedback
The marking sheet is filled in during the performance and detailed comments are included. It is signed by both examiners present during the performance. Students receive these two weeks later – the delay being due to processing requirements. Next year it is expected that students will be provided with some informal feedback immediately after their performance and given a general idea of how they have done. This is to make the experience less impersonal and provide more immediate feedback.
Roles
Martin would usually mark each individual performance with one other person. At least one examiner present must be a specialist for the instrument being used. Martin's specialist areas are clarinet and saxophone (both woodwind). A good student can be expected to spend one to three hours per day in practice. Staff workloads vary according to student needs.
Moderation processes
Moderation takes place at the end of every semester. Examiners hold a discussion and share their marks. If there seems to be a discrepancy between a student's performances in different areas, this will be addressed by a group discussion, making general reference to the student's performance throughout the program.
Results
Martin is confident that the assessment scheme is accurate and fair. It is a process of discussion and involves drawing on his (and his colleagues') long-term professional experience and judgement. The department is currently considering limiting the size of ensemble bands to quartets or quintets, especially in cases of external students who choose to send in their ensemble performance on DVD. This is because it is easier to assess a performance in a smaller group.
Problems and advice for others
Problems include students having an unrealistic notion of their abilities and knowing how to deal with that. Occasionally issues of organisation and commitment can arise.
Additional comments
For Martin, it's crucial to foster respect between students and lecturers within the musical profession .