As traditional Conservatoire teaching takes place in isolation, often without external validation, assessment practices have been largely at the discretion of individual institutions. It is only with the recent work of Heather Monkhouse that a comprehensive audit of assessment practices in Bachelors Degrees in music in Australia has been readily available (Monkhouse, 2007). While ensemble and solo performance have constituted a major component of assessment tasks in this context, the use of other forms of assessment such as peer, self and/or group assessment has been limited, and it is not clear how existing assessment practices might be constructively aligned with TLOs as recommended for the Creative and Performing Arts. Higher music education programs will need to demonstrate student achievement of the national TLOs as part of the Tertiary Education Quality and Standards Agency (TEQSA) processes and it is in this context that the project was needed by the creative and performing arts sector.
Consensus moderation was used in this project and is now required for all elements at Griffith University under its Assessment Policy, and has therefore been adopted at the Queensland Conservatorium, the Queensland College of Art and other elements of Griffith University that include the Creative and Performing Arts. The two partner institutions (the University of Newcastle and the University of Tasmania) have both participated in inter-institutional consensus moderation exercises and all participants have found these to be effective. The inclusion of National Council of Tertiary Music Schools (NACTMUS) members as part of the reference group ensured the 23 Australian Universities who are NACTMUS members were informed about the project and its outcomes, particularly through participation in the project’s International Assessment Symposium.
Monkhouse, H. (2007). Performance assessment of classical woodwind instruments in the Australian Tertiary Sector.