QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: Jan. 3rd, 2012
Department:
Music
Course:
MU 241
Curriculum or Curricula: FA
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
Course MU-241 – Music Theory and Keyboard Harmony I
Curriculum: Associate in Science Arts (A.S.) Degree in Fine and Performing Arts (Music Concentration)
An advanced music theory course required for FA and/or MP (depending on the placement exam result),
MU-241 offers an integrated approach to music; melody, elementary species counterpoint, and keyboard
harmony.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1. Students will demonstrate a progressive understanding of the various elements and basic interrelated processes
of creation, interpretation,
and execution within their discipline.
2. In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their
respective discipline
3. Students will be able to place works and/or performances in historical and stylistic contexts and demonstrate
appreciation of the cultural milieu in which they were created.
4. Students will form and defend fundamental value judgments about works of art within their major area of
concentration
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
1
10
5
2
General educational objectives addressed by this course: Select from preceding list.
communicate effectively through reading, writing, listening and speaking
apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
integrate knowledge and skills in their program of study
use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions
1(9)
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will use all chords and
a. Students will use figured bass and roman numeral to label all the 7 chords from
each major and minor key.
b. Students will study musical examples from Bach, Mozart, Haydn and Beethoven
to identify tonality and the 7 chords.
a. Students will end each harmonization exercise with a cadence.
b. Students will learn to identify the sound of each different cadence.
scales from major and minor keys
fluently
2. Students will learn to resolve a
melody/tune with an appropriate
cadence.
3. Students will learn to identify and
create chords with figured bass and
roman numerals.
4. Student will understand the rules
of creating 4 part voice leading.
a. Students will create and label all 7 chords in all keys.
b. Students will study and compare the differences between figured bass and roman
numerals.
c. Students will create chords from both figured bass and roman numerals.
a. Students will study rules from master works in listening and writing.
b. Students will memorize, summarize and discuss the rules repeatedly through
written exercises.
a. Students will apply the rules to harmonize short 2 measure melody and
progressively move to 4 to 8 measures for 4 part voice leading.
b. Students will learn 4 part voice leading in well-designed steps: eginning with root
position and slowly using first and 2nd inversions then to soprano harmonization.
a. Students will study and memorize all the popular non chord tones in examples
6. Students will insert non chord
and literature.
tones to fill in gaps of melodies
b. Students will apply the non chord tones in their composition and 4 part voice
leading.
7. Students will resolve V7 chords in a. Students will listen, examine, analyze, memorize and V7 resolution rules from the
the appropriate classical music style. music examples by Mozart, Haydn and Beethoven.
b. Students will apply the rules in homework, project and exams to demonstrate the
understanding of the resolution.
5. Students will create 4 part voices
for a simple melody/tune
8.
9
10.
a.
b.
a.
b.
a.
b.
2(9)
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will use all chords and scales from major and minor keys fluently
2. Students will learn to identify and create chords with figured bass and roman numerals.
3. Students will harmonize 4 part voices for a simple melody/tune
Curricular Objective(s) selected for assessment: (select from Table 2)
In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their
respective discipline
General Education Objective(s) addressed in this assessment: (select from Table 3)
Make informed judgments of the humanities and the arts as aesthetic and intellectual experiences
Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
3(9)
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Students will compose a melody of minimal 8 measures long or adopt an existing melody of similar length and harmonize it
following the rules of music from Baroque and Classical periods they have learned from the course. Students will
demonstrate use of all 7 chords from major or minor key with fluency. All the chords are to be labeled with cadences, roman
numerals and non chord tones. The instructor will provide in class performance opportunity for each student to perform their
own works. The students will listen and watch each performance. An election will follow for selecting the top 3 compositions
to perform for the department student concert.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
Course Objectives:
a. Plan the length of the melody
and decide the
voice/instrument/ensemble
b. compose or adopt a melody
c. complete the harmonization in
four party voice leading in
Baroque and Classical period
music style
e. participate in-class performance
with a short verbal presentation
f. Hand in the final project in
written format
1.
2.
3.
Students will use all chords
and scales from major and
minor keys fluently
Students will learn to identify
and create chords with
figured bass and roman
numerals.
Students will harmonize 4
part voices for a simple
melody/tune
Curricular Objectives:
In written work, discussion and
creation of art, students will
appropriately utilize the vocabulary of
their respective discipline
General Objectives:
Make informed judgments of the
humanities and the arts as aesthetic
and intellectual experiences
Apply aesthetic and intellectual
criteria in the evaluation or creation of
works in the humanities or the arts
4(9)
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
Two assessment tools for this
project:


Written 4 part voice leading
original or adopted melody
in their own
voice/instrument/ensemble
no less than 8 measures in
Baroque or/and Classical
period music style
In-class performance of the
original composition
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Students will compose a melody of minimal 8 measures long or adopt an existing melody of similar length and harmonize it
following the rules of music from Baroque and Classical periods they have learned from the course. Students will
demonstrate use of all 7 chords from major or minor key with fluency. All the chords are to be labeled with cadences, roman
numerals and non chord tones. The instructor will provide in class performance opportunity for each student to perform their
own works. The students will listen and watch each performance. An election will follow for selecting the top 3 compositions
to perform for the department student concert.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Course Objectives:
1.
2.
3.
Students will use all
chords and scales
from major and
minor keys fluently
Students will learn to
identify and create
chords with figured
bass and roman
numerals.
Students will
harmonize 4 part
voices for a simple
melody/tune
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)


Written 4 part voice
leading original or
adopted melody in their
own
voice/instrument/ensem
ble no less than 8
measures in Baroque
or/and Classical period
music style
In-class performance of
the original composition
Curricular Objectives:
In written work, discussion
and creation of art, students
will appropriately utilize the
vocabulary of their respective
discipline
General Objectives:
Make informed judgments of
the humanities and the arts as
aesthetic and intellectual
experiences
5(9)
Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
 Give the percentage of the class that is
expected to meet these outcomes
 If needed, attach copy(s) of rubrics.





Critique from in class
performance
Grade of written project from the
instructor
Post experience: sharing,
discussion and verbal feedback
80% of students may meet the
expected outcome
100% perfection
90% Above average with minor
mistakes
80% Satisfactory with minor
mistakes
70% Satisfactory with some
mistakes
60% Average with audible
mistakes
50% Fail of the course
Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or the
arts
6(9)
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Course Objectives:
1.
2.
3.
Students will use all chords
and scales from major and
minor keys fluently
Students will learn to identify
and create chords with
figured bass and roman
numerals.
Students will harmonize 4
part voices for a simple
melody/tune
Curricular Objectives:
In written work, discussion and
creation of art, students will
appropriately utilize the vocabulary of
their respective discipline
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.






General Objectives:
1. Make informed judgments of the
humanities and the arts as aesthetic
and intellectual experiences
2. Apply aesthetic and intellectual
criteria in the evaluation or creation of
works in the humanities or the arts

75% students fulfilled the requirement of this
project, 5% less than expected.
Students used all chords from the key they
composed.
Students created chords and labeled them with
roman numerals.
Through participation in the composition of
melody, harmonization, short presentation, and inclass performance, students communicated
effectively in reading, writing, listening and
speaking.
The students had integrated their knowledge and
skill of Baroque and Classical music in the
composition and writing.
Students had applied aesthetic and intellectual
criteria in the creation of works while using
analytical reasoning to identify problems and chose
the best solutions (for best quality of sound). in
order to make informed decision
The execution of performance was also part of the
evaluation in their artistic creation.
7(9)
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
The projected results of this planned assessment showed that 75% of the students created
harmonized composition through the use of knowledge and skills of music from Baroque
and Classical periods with varying degrees of success. Some students created Jazz style
compositions as well as Gospel ones. Some students composed more difficult
compositions than their performing skill thus the performance result did not reflect the
level of their compositional writing. A few, 5%, failed the project while 20% of them
were confused and struggled to complete partial work.
The performance and presentation result varied. The assessment included in-class verbal
comment, peer review, written work and grade for written work. The project of
composition demonstrated students’ integration of theory and performance well. Students
have gotten to know better at their own instruments/voices through writing for them.
They also practiced their project to hear the sound of their own composition on their
chosen voice/instrument.
Overall, most students successfully applied procedural knowledge and were able to create
their first composition in Baroque/Classical music style.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
This project certainly aroused enthusiasm and inspiration in creating one’s own works
with applied theory knowledge from this course and performance skill from the program.
With motivation, some students created elaborated melodies that took them to the next
level of ‘song writing’. Majority of them followed strict 4 par voice leading style with
their melodies or melodies they picked. They labeled the chords, used a little non chord
tones, inserted cadences at the ending, and practiced the composition for their
instruments/voices. Some of them tried to integrate their own musical style, such as rock
and jazz.
Nonetheless, students understood the assignment and criteria for assessment well.
Through listening, reading, singing, playing and writing, the project worked suitably to
help students present, demonstrate and combine what they have learned from this course.
They exemplified traditional and standard keyboard harmony and basic counterpoint well
8(9)
in their project.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?




Assessment may be broken into 4 stages for offering different guidance.
1. Selection/creation of melody
2. Chosen of instrument/voice/ensemble
3. Harmonization
4. performance
Revision stages may be required for picking/writing the melody, submitting the
partial work and then final product completion before the last performance.
Steadfast check point may be established to avoid last minute crash work.
The practice for project performance may be reinforced. A few of them were not
ready for an in-class performance which was part of the grade.
QCC 12/3/04
9(9)
QCC COURSE OBJECTIVES FORM (SHORT)
QCC COURSE OBJECTIVES FORM (Short)
Fall 2004, rev. 6/15/07
Date: Jan. 3rd, 2012
Department:
Music
Course:
MU 241
Curriculum or Curricula: FA
TABLE 1: EDUCATIONAL CONTEXT OF THE COURSE
Educational Context:
Course MU-241 – Music Theory and Keyboard Harmony I
Curriculum: Associate in Science Arts (A.S.) Degree in Fine and Performing Arts (Music Concentration)
An advanced music theory course required for FA and/or MP (depending on the placement exam result), MU241 offers an integrated approach to music; melody, elementary species counterpoint, and keyboard harmony.
TABLE 2: CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this
course
1. Students will demonstrate a
progressive understanding of the
various elements and basic interrelated
processes of creation, interpretation,
and execution within their discipline.
Briefly describe activities in this course which help students
meet each of these curricular objectives





2. In written work, discussion and creation of
art, students will appropriately utilize the
vocabulary of their respective discipline





3. Students will be able to place works
and/or performances in historical and stylistic
contexts and demonstrate appreciation of
the cultural milieu in which they were
created.

4. Students will form and defend
fundamental value judgments about works of
art within their major area of concentration



Students will review key signature, scales, circle of 5th, intervals,
chords and inversions of chords from previous theory course.
Students will learn to identify the sound of chords from I to vii as
well as in writing.
Students will write four part voice leading harmonization.
Students will apply all the abovementioned in their instrumental
performances and compositional writing.
Students will listen, identify and select the most appropriate
resolutions and cadences for ending each melody.
Students will learn to label, read and create chords using figured
bass and roman numerals.
Students will demonstrate the use of V7 chord and the resolution
for it.
Students will learn non chord tones and demonstrate the use into
the melody
Students will demonstrate the ability to harmonize melody in 4
part voice leading.
Students will apply contrapuntal and polyphonic texture in their
assignment, homework, exercises and projects.
Students will demonstrate their 4 part voice leading
harmonization in Baroque and Classical period music style from
their own homework and projects.
Students will perform their own compositions of
Baroque/Classical music in 4 part voice leading style on own
instruments or ensemble.
Students will discover and distinguish the compositional theory,
writing techniques, sound and characteristics of Baroque and
Classical period of music from others styles of music.
Students will understand the theory of this course as the
1(4)
foundation of classical music and establish esthetic value and
views upon it.
TABLE 3: GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s
identification
number from
preceding list
(1-10)
General educational objectives
addressed by this course: Select
from preceding list.
Briefly describe activities in the course which help
students meet each of these general education
objectives

communicate effectively through
reading, writing, listening and
speaking

1


10

apply aesthetic and intellectual
criteria in the evaluation or
creation of works in the
humanities or the arts
integrate knowledge and skills in
their program of study


5


2

use analytical reasoning to
identify issues or problems and
evaluate evidence in order to
make informed decisions


2(4)
Students will answer questions using correct and new
music theory vocabularies from this and previous
course.
Students will listen to chords in inversions, cadences,
V7 resolutions and examples of non chord in the class
and identify them.
Students will read music examples from
handout/textbook or on the board from the classroom
exercises.
Students will write concert report, musical assignment
and compositional writing projects.
Students will study and analyze listening and written
examples from masters in the classical music history.
Students will develop esthetic views, comprehend the
style, tone colors and theory of Baroque and classical
period of music.
By utilizing their existing knowledge of music into
classical music theory project, students improvise and
compose their unique integrated sound of music and
composition.
Students will perform their own composition on the
piano, in an ensemble or their own instrument.
MP students will compose the music using synthetic
sound or on the Sibelius program.
Students will cultivate knowledge of 4 part voice
leading.
Students will assess, identify and evaluate the
problems and make changes based on their learned
knowledge.
Students will listen and conduct open discussion of
each other’s compositions which may provoke
constructive comments and solution finding process.
Note: Table 4 is prepared in two stages. Column 1 is prepared first.
COLUMN 1 OF TABLE 4: COURSE OBJECTIVES:DESIRED STUDENT LEARNING
1.Students will use all chords and scales from major and minor keys fluently
2. Students will learn to resolve a melody/tune with a appropriate cadence.
3. Students will learn to identify and create chords with figured bass and roman numerals.
4. Student will understand the rules of creating 4 part voice leading.
5. Students will harmonize 4 part voices for a simple melody/tune
6. Students will insert non chord tones to fill in gaps of melodies
7. Students will resolve V7 chords in the appropriate classical music style.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
(Note: copy objectives from the
above Column 1 of Table 4
directly into this column.)
1. Students will use all chords and
scales from major and minor keys
fluently
2. Students will learn to resolve a
melody/tune with an appropriate
cadence.
3. Students will learn to identify and
create chords with figured bass and
roman numerals.
4. Student will understand the rules
of creating 4 part voice leading.
Learning outcomes
a. Students will use figured bass and roman numeral to label all the 7 chords from
each major and minor key.
b. Students will study musical examples from Bach, Mozart, Haydn and Beethoven
to identify tonality and all the 7 chords.
a. Students will end each harmonization exercise with a cadence.
b. Students will learn to identify the sound of each different cadence.
a. Students will create and label all 7 chords in all keys.
b. Students will study and compare the differences between figured bass and roman
numerals.
c. Students will create chords from both figured bass and roman numerals.
a. Students will study rules from master works in listening and writing.
b. Students will memorize, summarize and discuss the rules repeatedly through
written exercises.
a. Students will apply the rules to harmonize short 2 measure melody and
progressively move to 4 to 8 measures in 4 part voice leading.
b. Students will learn 4 part voice leading in well-designed steps: beginning with
root position and slowly using first and 2nd inversions then to soprano
harmonization.
a. Students will study and memorize all the popular non chord tones in examples
6. Students will insert non chord
and literature.
tones to fill in gaps of melodies
b. Students will apply the non chord tones in their composition and 4 part voice
leading.
7. Students will resolve V7 chords in a. Students will listen, examine, analyze, memorize V7 resolution rules from the
the appropriate classical music style. music examples by Mozart, Haydn and Beethoven.
b. Students will apply the rules in homework, project and exams to demonstrate the
understanding of the resolution.
5. Students will create 4 part voices
for a simple melody/tune
8.
9
10.
a.
b.
a.
b.
a.
b.
QCC 8/12/04
3(4)
GLOSSARY OF TERMS
Note: These definitions of terms are for the purposes of this assessment project only
Entry-level course
A credit course with no pre-requisites other than passing placement exams or required
remediation; usually considered a first semester course; this course may be a pre-requisite
for mid-level courses
Mid-level course
A course which has at least one credit course as a pre-requisite; usually a second or third
semester course; this course may be a pre-requisite for upper-level courses
Upper-level course
A course, usually taken in the third or fourth semester, which has several credit course prerequisites
(Student) Learning objectives
An explicit statement of the skills and knowledge a student is expected to learn and be
able to demonstrate either in general education, in a curriculum, or in a course
(Student) Learning outcomes
Student behaviors, performance, or activities that demonstrate that students are meeting or
have met the learning objective(s)
General education objectives
Desired student learning in general education skills and in the liberal arts and sciences:
communication, analytic reasoning and problem solving, quantitative skills and
mathematical reasoning, information management, integration of knowledge,
differentiation of values, development of personal and collaborative skills, history, social
sciences, mathematics and sciences, the humanities and the arts
Curricular objectives
An explicit statement of the major points of learning that students must achieve to
complete a program of study; these include both general education objectives and
objectives specific to the curriculum
Course objectives
Major points of learning that students must achieve to complete a course; course
objectives include general education objectives, curricular objectives, and objectives
specific to the course
4(4)