Aligning assessment with Threshold Learning Outcomes in the Creative and Performing Arts

Assessment in Music

Dissemination

2015 Assessment in Music Symposium

The final event of the Assessment in Music project was held at Queensland Conservatorium on August 27, 2015. Some thirty academics attended the event in person, with colleagues from other Australian and overseas institutions viewing the proceedings on the internet through a Ustream channel. Participants represented the Australian Catholic University; Conservatorium of Music, Hobart (University of  Tasmania); Macquarie University; the Newcastle Conservatorium of Music (Newcastle University); the Queensland Conservatorium, Griffith University; the Queensland Conservatorium Research Centre; the Queensland University of Technology; SAE/QANTM; Southern Cross University; the University of Queensland; the University of Southern Queensland; and the University of Wollongong.

The program included a presentation from the project leader, Professor Don Lebler, outlining the aims, context and outcomes of the project; click this link for a pdf copy of the presentation slides: AiM Summary Report. You can view a video of this presentation by clicking here.

There was also a presentation from Professor Timothy Brophy about assessment in music from an international perspective; click this link for a pdf copy of the presentation slides: 2015-queensland-conservatorium-presentation. You can view a video of this presentation by clicking here.

The symposium concluded with a presentation from Professor D. Royce Sadler about consensus moderation, backwards assessment and calibration; click this link for a copy of the speaking notes: Royce Sadler’s speaking notes. You can view a video of this presentation by clicking here.

2013 Assessment in Music Symposium

The Assessment in Music: Principles and Practices International Symposium was an important outcome for the project. The AiM Symposium call for papers invited presentations about any aspect of assessment in higher music education. It brought together academics with a specialist interest in assessment from 25 Australian and international institutions. The work presented was stimulating and useful, and the feedback from participants was overwhelmingly positive.

Forty-five delegates from five countries gathered at the Queensland Conservatorium Griffith University’s South Bank campus on July 16 and 17 2013 to participate in discussions about the assessment of music in higher education settings. The 24 presentations covered a wide variety of topics including the assessment of performance, one-to-one teaching, assessment of teachers, the role of feedback, innovative assessment techniques, The Threshold Learning Outcomes for the Creative and Performing Arts, and self- and peer assessment.

The highlight of the symposium was undoubtedly the key note address given by Professor D Royce Sadler: Backwards assessment explanations: Implications for teaching and assessment practice. Senior Assessment Scholar in the Teaching and Educational Development Institute at The University of Queensland, and Professor Emeritus in Higher Education, Griffith University, Professor Sadler challenged participants’ reliance on predetermined criteria and the role of teachers’ feedback in students’ learning. Professor Sadler promoted a backwards derivation of criteria whereby academics develop criteria for the evaluation of the quality of each specific example of student work in order to explain what was good about it. Professor Sadler’s contribution to discussions throughout the symposium was also invaluable.

The symposium was also delighted to have the attendance of Dr Mary Lennon — Senior Lecturer in Music at DIT Conservatory of Music and Drama in Dublin, Ireland — who spoke about the on-going work of the AEC Polifonia Working Group on Assessment and Standards in Higher Music Education in Europe. Specifically, Dr Lennon explained how the Working Group have been involved in examining existing assessment methods and procedures in European conservatoires and developing a shared understanding of performance standards across higher music education institutions through international seminars and workshops.

A report on the symposium is available here. A wide range of approaches to assessing musical performance was presented, and it has been clear from informal feedback that for many participants, thinking about assessment has changed as a direct result of work presented at the symposium. The external evaluation of the project describes the symposium as “a marked success and the papers presented provided an important contribution to our understanding of current assessment practices in creative arts degrees”.

An unplanned outcome of the project has been the forthcoming publication of an edited book Assessment in Music Education: From Policy to Practice, which includes 19 chapters from Australian and international scholars, many of which are developments of work presented at the project’s International Assessment in Music Symposium. More details about the book can be viewed at the Springer web site here, and the Table of Contents, chapter abstracts and author biographies can be viewed here.

Feedback from authors about the editing process was very positive. Comments include:

“Thank you for all your hard work on this project and the opportunity to be involved. [We] have been through your suggestions and are fine with all.”

“Thank you for the editing work you’ve done on the chapter, much appreciated…we’re very keen to stay in touch with you and the others who are contributing to this body of work.”

“We’ve appreciated the thorough and thoughtful nature of the feedback you provided.”

“Thank you for the opportunity to revise the paper, and for the enormous amount of work you have put into editing the chapter.”

“Thank you for the considerable time taken to read through and edit my chapter. I really appreciate it immensely. You have gone to much trouble…I have found your feedback most beneficial…you are a true gentleman!”

Dissemination activities of the project team include the following:

Edited Book

D. Lebler, G. Carey, & S. Harrison (Eds.), (2015). Assessment in Music Education: From Policy to Practice. UK: Springer.

Book chapters

Cain, M. (2015). Participants’ perceptions of fair and valid assessment practices in higher music education. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Chapman, J. (2015). The Amazing Marking Machine: A process for authentic, efficient assessment. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

English, H., & Vella, R. (2015). Embedding creative and critical thinking in performance studies – the challenge. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Harrison, S., & Lebler, D. (2015, forthcoming) Assessment and Evaluation. In Rink, J., Gaunt, H. and Williamon, A. Musicians in the Making. London: Oxford University Press.

Lebler, D., Holmes, J., Carey, G, Harrison, S. & Cain, M. (2015). Assessment in music in the Australian context: the AiM project. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Lebler, D. (2015). The BoPMAT: Bachelor of Music Popular Music program. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Lebler, D. (2015). Future directions for assessment in music. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Monkhouse, H. (2015). The Bachelor of Music: Purpose, desires and requirements. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Sabey, P. Harrison, S. & O’Bryan, J. (2015). Musical Theatre assessment: Perspectives on the efficacy of continuous assessment. In D. Lebler, G. Carey & S. Harrison (Eds.), Assessment in Music Education: From Policy to Practice. UK: Springer.

Conference Presentations

Cain, M. (2013). Student perceptions of fair and valid assessment practices in higher music education. Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

English, H., & Vella, R. (2013). Embedding creative and critical thinking in performance studies – the challenge. Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

Harrison S. (2013). Assessing musical performance: institutional approaches to acknowledging, documenting and verifying creative practice. Performance Studies Network Conference, Cambridge University, Cambridge, UK.

Harrison S. (2013): The role of assessment in preparing students for performance careers: a case study in musical theatre training. Research in Music Education Conference, Exeter University, Exeter, UK.

Harrison, D. (2013). Musical Theatre assessment: Perspectives on the efficacy of continuous assessment. Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

Lebler, D. & Harrison, S. (2012): A Preliminary Report on ‘Assessment in Music’. QCGU Research Symposium, Brisbane, November 19–22, 2012.

Lebler, D., Harrison, S., Carey, G., & Cain, M. (2013). Assessment in Music: Consensus moderation of claims for learning outcomes in music courses. The Creative Arts Learning and Teaching Symposium, Hobart, February 14–15.

Lebler, D., Harrison, S., Carey, G., & Cain, M. (2013). Assessment in music: Mapping outcomes for the creative and performing arts. Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

Lebler, D., Harrison, S., Carey, G., & Cain, M. (2014) Assessment in Music: An approach to aligning assessment with Threshold Learning Outcomes in the Creative and Performing Arts and the Australian Qualifications Framework learning outcomes. International Society for Music Education conference, Porto Alegre, Brazil, July 20–25.

Lebler, D. (2015). Assessment in the Australian Context: The AiM Project. Invited presentation at the Fifth International Symposium for Assessment in Music Education (ISAME5), Williamsburg VA, USA, February 18–21.

Lebler, D. (2012). The Assessment in Music Project. Invited report at the Creative Arts Learning & Teaching Leaders Meeting, National Institute of Dramatic Arts, Sydney, Australia, April 27.

Lebler, D. (2012). The Assessment in Music Project: Progress to date. QCGU Research Symposium, Brisbane, Queensland Conservatorium Griffith University, Australia, June 5.

Lebler, D., & Carey, G. (2012). Assessment in Music. Paper presented at the Music Paedeia: From Ancient Greek Philosophers Towards Global Music Communities, Thessaloniki, July 15–20.

Lebler, D. (2012). Assessment in Music: Changing processes. The 7th Innovative Conservatoires Seminar, Assessment and Feedback, Kallio-Kuninkala, Finland, October 7–10.

Lebler, D. (2013). Assessment in Music: The standards challenge. Invited Keynote at the Enhancing Standards of Assessment for Higher Music Education through International Dialogue Symposium, University of Music and Performing Arts, Vienna, April 26–27.

Lebler, D. (2013). Self and peer assessment in the Bachelor of Popular Music Assessment Tool (BoPMAT). Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

Monkhouse, H. (2013). The Bachelor of Music: Purpose, desires and requirements Paper presented at the Assessment in Music Symposium, Brisbane, July 16–17.

Other Presentations of Research Data

Lebler, D. (2014, November 5).  Presentation of AiM project with emphasis on peer and self-assessment and the Consensus Moderation process. SAE/QANTM Academic Leadership Conference, Sydney.

Lebler, D. (2014, October 1).  Presentation of AiM project. Deans and Directors of Creative Arts Conference,  Victorian College of the Arts, Melbourne.

Lebler, D. (2014, August 4–5).  Presentation of AiM project with emphasis on peer and self-assessment and the Consensus Moderation process. Newcastle Conservatorium of Music, Newcastle.

Lebler, D. (2014, July 15–25). Presentation of the AiM project at the International Society for Music Education Commission for the Education of the Professional Musician seminar  and  International Society for Music Education World Conference, Belo Horizonte and Porto Alegre, Brazil.

Lebler, D. (2014, July 7).  Presentation of AiM project with emphasis on peer and self-assessment and the Consensus Moderation process. Tasmania Conservatorium of Music, Hobart.

Lebler, D. (2014, January 8–11): Pentacon Assessment Symposium, Kallio-Kuninkala, Finland.

cheap wedding dresses online,cheap christian louboutin,ralph lauren italia outlet online,louis vuitton bags,cheap michael kors