STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2013-2014
Degree and
Program Name:
Master of Arts in Music
Submitted By:
Jerry L. Daniels, Chair
Please use size 10 font or larger.
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
13, 2014. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
PART ONE
What are the learning
objectives?
How, where, and when are they
assessed?
What are the expectations?
What are the results?
1. Apply accepted research
practices to the study of
Music.
Graduate theses, Graduate recital
analyses, written and oral
comprehensive exams evaluated
by graduate faculty on graduate
examination committees;
exit interviews conducted upon
completion of the program;
Classwork: exams and papers
from MUS 5100 (Introduction to
Research in Music) and MUS
5880 (Seminar in Music History)
Rubrics for graduate recital
analyses with the percentage of
students expected to be at each
level in parentheses: Superior
(75%), Good (25%),
Developing (0%), Not
Acceptable (0%);
Comprehensive Written Exam
evaluations indicate that a
student receives Pass (100%),
Conditional Pass, or Not Pass;
Oral examinations must be
approved unanimously by the
Graduate examination
committee;
Exit interview questions are
expected to give the Graduate
Coordinator feedback for
purposes of improving the
program.
Graduate Recital Analyses:
Five Recital Analyses in the
Good to Superior category–
One Recital Analysis in the
Superior category; Four
Recital Analyses in the
Good category; Two Recital
Analyses received Deferred
Credit in May 2014.
Written and oral
comprehensive
examinations: Five written
comprehensive exams were
given and all achieved Pass;
those that received a
Conditional Pass on a
question submitted the
necessary requirements (oral
or written) to qualify for
Pass.
Exit interview: Graduate
Coordinator knows the most
and least relevant parts of
the degree program.
Committee/ person
responsible? How are
results shared?
The graduate examining
committee formed for
each student performs the
evaluations and reports
results to the Graduate
Coordinator. The
Graduate Coordinator
conducts exit interviews.
The Graduate Coordinator
evaluates the data and
reports to the Chair and
Graduate Committee
(GC). The Chair and GC
are responsible for
making any consequent
modifications to the
assessment process and
for formulating any
consequent curricular
modifications and
presenting them to the
faculty.
2. Demonstrate a scholarly
approach to the study of
music history, literature, and
analysis.
Graduate theses, Graduate
Recital analyses, results of
written and oral comprehensive
exams evaluated by graduate
faculty on graduate examination
committees, exit interviews
conducted upon completion of
the program; Classwork: exams
and papers from MUS 5100
(Introduction to Research in
Music) and MUS 5880 (Seminar
in Music History) and MUS
5170 (Analytical Techniques)
Rubrics for graduate recital
analyses with the percentage of
students expected to be at each
level in parentheses: Superior
(75%), Good (25%),
Developing (0%), Not
Acceptable (0%);
Comprehensive Written Exam
evaluations indicate that a
student receives Pass (100%),
Conditional Pass, or Not Pass;
Oral examinations must be
approved unanimously by the
Graduate examination
committee;
Exit interview questions are
expected to give the Graduate
Coordinator feedback for
purposes of improving the
program.
Graduate theses: Highly
competent quality Recital
Analyses worthy of
publication (Superior); high
quality Recital Analyses not
at the publication level
(Good);
Written and oral
comprehensive exams: all
written comprehensive
examinations achieve the
Pass level; Five oral
examinations achieved Pass,
one oral examination must
be retaken;
Classwork: results were all
A and B level work.
Exit interview: Graduate
Coordinator knows the most
and least relevant parts of
the degree program.
3. Demonstrate a level of
competency as a performer,
conductor, composer, or
music educator appropriate
for developing a career or
further graduate study.
1. Recital performances and
Graduate Recital with program
notes, semester and jury
performances are assessed using
performance assessment forms
that include basic, universal
criteria used to evaluate all
performances as well as
instrument-specific criteria.
1. Performance assessment
forms use the following levels,
with the percentage of students
expected to be at each level in
parentheses: Professional level
(75%), Highly Competent
(25%), Competent (0%),
Unacceptable (0%).
The universal criteria used to
evaluate performances are all
the same for musicians. The
expectations for graduate
performances in all areas are
much higher than for
undergraduates.
1. Performances and recitals
by all graduate students in
the program consistently
rank at Professional level
(50%) and Highly
Competent (50%).
2. Evaluation of graduate theses/
recital analyses and results of
written and oral comprehensive
exams.
2. Rubrics for graduate recital
analyses use the following
levels, with the percentage of
students expected to be at each
level in parentheses: Superior
2. Recital Analyses of one
student ranks at the Superior
level; four students rank at
the Good level; one student
will complete by summer,
The graduate examining
committee formed for
each student performs the
evaluations and reports
results to the Graduate
Coordinator. The
Graduate Coordinator
conducts exit interviews.
The Graduate Coordinator
evaluates the data and
reports to the Chair and
the Graduate Committee
(GC). The Chair and GC
are responsible for
making any consequent
modifications to the
assessment process and
for formulating any
consequent curricular
modifications and
presenting them to the
faculty.
Appropriate applied
faculty perform jury and
recital evaluations, and
the graduate examining
committee formed for
each student performs
academic evaluations.
The Graduate Coordinator
evaluates the data and
reports to the Chair and
the Graduate Committee
(GC). The Chair and GC
are responsible for
making any consequent
modifications to the
assessment process and
for formulating any
consequent curricular
modifications and
presenting them to the
faculty.
4. Demonstrate critical
thinking and problem solving
(CGS Learning Objective).
(75%), Good (25%),
Developing (0%), Not
Acceptable (0%).
Rubrics for written
comprehensive exams are the
following levels, with the
percentage of students
expected to be at each level in
parentheses: Pass (100%),
Conditional Pass (0%), Not
Pass (0%).
2014. Written and oral
comprehensive exams: all
written comprehensive
examinations achieve the
Pass level; Five oral
examinations achieved Pass,
one oral examination must
be retaken.
3. Results of exit interviews
conducted upon completion of
the program.
3. Positive feedback from exit
interviews with regard to
preparation for meeting this
objective.
1. Graduate theses and Graduate
Recital analyses; exams and
papers from MUS 5100
(Introduction to Research in
Music) and MUS 5890 (Seminar
in Music History)
1. Rubrics use the following
levels, with the percentage of
students expected to be at each
level in parentheses: Superior
(75%), Good (25%),
Developing (0%), Not
Acceptable (0%).
3. Exit interviews: All
resulted in very positive
feedback as to how well
prepared they feel for
developing a career.
1. Graduate theses and
Recital analyses: One
Recital Analysis in the
Superior category; four
Recital Analyses in the
Good category;
Classwork: results were all
A and B level work.
2. Results of written and oral
comprehensive exams evaluated
by graduate faculty on graduate
examination committee.
2. Results are given with the
percentage of students
expected to be at each level in
parentheses: Pass (100%),
Conditional Pass (0%), and
Not Pass (0%).
2. Five written
comprehensive exams that
were all Passed; any who
received a Conditional Pass
on a question were able to
write a document or answer
further questions to indicate
understanding of a topic and
qualify for a Pass.
3. Results of exit interviews
conducted upon completion of
the program.
3. Positive feedback from exit
interviews with regard to
preparation for meeting this
objective.
3. Exit interviews: All
students report how much
their critical thinking has
improved as they progressed
through the program.
The graduate examining
committee formed for
each student performs the
evaluations. The Graduate
Coordinator evaluates the
data and reports to the
Chair and the Graduate
Committee (GC). The
Chair and GC are
responsible for making
any consequent
modifications to the
assessment process and
for formulating any
consequent curricular
modifications and
presenting them to the
faculty.
5. Demonstrate effective
writing skills including
grammar, syntax,
organization, and depth of
content (Graduate School
standards).
1. Graduate theses and Graduate
Recital analyses; exams and
papers from MUS 5100
(Introduction to Research in
Music) and MUS 5890 (Seminar
in Music History)
1. Rubrics for Recital Analyses
use the following levels, with
the percentage of students
expected to be at each level in
parentheses: Superior (75%),
Good (25%), Developing
(0%), Not Acceptable (0%).
1. Graduate theses: One
Recital Analysis in the
Superior category; four
Recital Analyses in the
Good category;
Classwork: results were all
A and B level work.
2. Results of written exams
evaluated by graduate faculty on
graduate examination
committee.
2. Results are given with the
percentage of students
expected to be at each level in
parentheses: Pass (75%),
Conditional Pass (25%), and
Not Pass (0%).
2. Six written
comprehensive exams that
were all Passed; any who
received a Conditional Pass
on a question were able to
write a document to show
their understanding of a
topic and qualify for a Pass.
3. Results of exit interviews
conducted upon completion of
the program.
3. Positive feedback from exit
interviews with regard to
preparation for meeting this
objective.
3. Exit interviews: All
students report how much
their writing skills have
improved as they progressed
through the program.
The graduate examining
committee formed for
each student performs the
evaluations. The Graduate
Coordinator evaluates the
data and reports to the
Chair and the Graduate
Committee (GC). The
Chair and GC are
responsible for making
any consequent
modifications to the
assessment process and
for formulating any
consequent curricular
modifications and
presenting them to the
faculty.
(Continue objectives as needed. Cells will expand to accommodate your text.)
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
The Music Department has successfully implemented its new assessments, evaluations and rubrics in the 2013-2014 academic year. These
include:
1. Performance Assessment and Performance Rubric specifically designed for graduate students assesses their level as Professional level,
Highly Competent, Competent, or Unacceptable.
2. The Comprehensive Examination Evaluation offers students the opportunity to submit improved or corrected responses to any
unsatisfactory or incomplete responses within a designated time frame, or they are informed of what additional questions they may need to
discuss in the oral examination. The evaluations are proving to be an excellent recorded means for faculty to communicate their responses
to students and achieve more immediate results. Many faculty have requested corrected responses within a 2-3 week time limit.
3. The Graduate Recital Analysis Evaluation (including Rubric) offers students details of their Recital Analysis paper and precisely in
what ways it may need to be improved before reaching the necessary standard. As a result, the rubric offers an objective method for
determining which documents are on the level of a Thesis that should be deposited in Booth Library. In the 2013-14 academic year, one
has reached the highest level appropriate for deposit and four are very good quality and will remain in the Music Department.
4. The Exit Interview has been conducted for the second year and offers graduate students the opportunity to speak candidly about the
graduate program in music. The interview is conducted after the grades have been given and are maintained confidentially. They are
always asked if they are comfortable conducting the interview orally or they prefer writing their answers. All students prefer an oral
interview. Results are dispersed to the faculty in as general a format as possible. The exit interview serves our current needs very well
and we do not intend to change it or replace it with a survey.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
Once again, the capstone course, MUS 5890 (Graduate Seminar in Music) has been popular and offered students an interesting variety of topics
and exposure to important aspects of music in the 20th-21st centuries. Students have requested that the portion of the seminar that has a heavier
writing component be offered at the beginning of the semester rather than at the end when they are concentrating on writing completing capstone
projects (Recital Analysis).
The new hybrid MA in Music, Music Education Concentration was passed through all the necessary councils, recruiting began in January, and the
2014 Cohort will begin this Summer, 2014. The first Cohort is smaller than hoped, but understandable because of the late start in recruiting for
this first time. We feel that EIU’s reputation and the reputation of the Music Department is being viewed carefully around the state of Illinois as
we embark on this new program. The budget was reworked so that faculty will be teaching for much less (overload pay) for the first Cohort in
order to ensure a successful launch.
The Assessment Committee together with the Graduate Committee will begin creating a new assessment plan next year to fit the curriculum of the
Hybrid MA in Music. The degree program with a concentration in Music Education has significantly different requirements from a Performance,
Conducting or Composition concentration, and therefore, the assessment needs will be unique to the curriculum.