The Consensus moderation exercise tab at the top of this screen links to an account of the processes the partners used for inter-institutional consensus moderation. We have found this to be effective. The intention was to undertake this process as simply as possible. The example files were shared in advance using Dropbox, email was used to inform all the participants about the process we would follow, and the meeting itself was conducted using Skype Premium, which enables video conference calls. All of these aspects of the exercise were completely satisfactory, demonstrating that such activities can be conducted at almost no cost apart from the time of the participants.
The Performance standards exemplars tab provided information on how to access examples of student performances during the project for the development of consensus about standards applied in the assessment of musical performance. It also includes a summary of what we have found to be very helpful related literature. We strongly recommend using the consensus moderation process. This collection of performances will continue to develop as additional examples are added. Both audio and video files are available, and the collection includes a wide range of styles.
The QCGU BoPMAT tab links to an description of an online assessment tool that includes self-assessment, peer-assessment and assessment by teachers. The submissions being assessed in this process are the recorded creative works of popular music students, most of whom will have contributed in a variety of ways to the submission. The BoPMAT provides an example of what is possible in customised online assessment although all aspects of the process were developed before the online tool, using generic computer applications that are generally available.
The SEED project tab provides a description of the commercial release of a selection of the best tracks submitted for assessment during the preceding year by Bachelor of Popular Music students at QCGU. This collection is effectively a publicly available set of examples of excellence in this program.
In addition, the following resources have been useful for the work of the project:
The Assessment in Music Literature Review provides a summary of 75 journal articles, policies, frameworks, project reviews and other associated documents which informed the aims of the project. Common themes explored in this summary include learning and teaching standards, peer- and self-assessment, criteria-based assessment, alternative assessment practices, student motivation, the role of tacit and prior knowledge in assessment, sustainable assessment, authentic assessment, formative feedback, teacher and student conceptions of assessment, the fidelity of assessment practices, the assessment of individuals in group projects, and student assessment of teaching. The summaries cover a wide range of disciplines but with particular attention to assessment in music. This resource is of particular value to those undertaking research in assessment in music or related fields.
The Australian University Assessment Summary provides a condensed view of publicly available information about Australian higher music education programs at the time this information was gathered in mid 2012. It provides a snapshot of the types of assessment items at Australian universities which offer undergraduate music degrees. A short description of the main features of associated assessment policy documents is also provided. The 30 institutions surveyed in this document include members of the National Council of Tertiary Music Schools, and are listed by State.
AiM project resources