QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: December 26, 2012
Department: Music__
Course: MU313/314 Piano Class
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
MU313/314 is a combined piano class for middle and upper level piano students. The MP major
students are required to take two piano courses which may be MU312 and 313 making this course a
required one in the MP Program. FA music concentrated students need to take one required piano class.
All piano students will take placement exam and get assigned to the appropriate level. Other than
learning standard piano repertoire, the course contains basic to middle and upper level pianistic
foundations such as scales, harmonization, accompaniment, chord playing, sight reading and pedal
application.
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 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)
2
3
9
General educational objectives addressed by this course: Select from preceding list.
use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed
decisions
reason quantitatively and mathematically as required in their fields of interest and in everyday life
employ concepts and methods of the natural and physical sciences to make informed judgments
1(9)
10
apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
2(9)
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
1.
Learning outcomes
Students will review chords a. Students will identify minor scales from major ones on the piano
and major scales, and play b. Students will employ accurate fingerings playing minor scales in two hands and
two octaves traveling in descending and ascending directions
minor scales on the piano
2. Students will improve on sight
reading skill
a. Students will dissect information like tempo, meter, expression, notes, rhythm
and dynamic on the written score.
b. Students will execute the abovementioned information and integrate into sight
reading skill.
3.Students will increase their
musical and pianistic
vocabularies/terminologies
a. Students will identify and define vocabularies printed on the musical score
b. Students will apply the musical terminologies on their piano solo performance.
4. Student will learn to harmonize a
simple melody with functional
chords (accompaniment).
5.Students will learn a few piano
solo works to build piano repertoire
a. Students will identify and select functional chords to harmonize the melody
b. Students will write down and/or play by ears to accompany the melody assigned.
6. Students will experience
collaborative 4 hand and class piano
with other students.
a. Students will exercise pianistic art by collaborating with fellow pianists in the
class either in four-hand or group piano class playing.
b. Students will apply new listening skills in ensemble playing.
a. Students will illustrate assigned selected piano solo works with different technical
challenges and listening skill required in weekly checkups and exams/performances.
b. Students will summarize their strength and weakness in their piano performance.
3(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 review chords and major scales, and play minor scales on the piano
2. Student will learn to harmonize a simple melody with functional chords (accompaniment).
Curricular Objective(s) selected for assessment: (select from Table 2)
Students will form and defend fundamental value judgments about works of art within their major area of
concentration.
General Education Objective(s) addressed in this assessment: (select from Table 3)
use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions
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.
4(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:
1. Students will review chords
and major scales, and play
minor scales on the piano
2. Student will learn to
harmonize a simple melody
with functional chords
(accompaniment).
Curricular Objectives:
a. Select one melody out of handout
options
b. Play through the melody well
c. Decide which chords and quality of
chords to accompany the melody
throughout
d. Write down and/or play by ears and
make effective and informed decisions
on what ‘sounds classical’.
e. participate in class performance
with a short verbal presentation
Students will form and defend
fundamental value judgments
about works of art within their
major area of concentration.
General Objectives:
3.
4.
use analytical reasoning to
identify issues or problems
and evaluate evidence in
order to make informed
decisions
5(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.)
 Students will
accompany the
assigned melody in the
western functional
harmonization with
single note, interval or
chords. Different styles
of accompaniment
handout styles are
given.
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. Students will review
chords and major
scales, and play minor
scales on the piano
2. Student will learn to
harmonize a simple
melody with functional
chords
(accompaniment).
Curricular Objectives:
Students will form and
defend fundamental
value judgments about
works of art within their
major area of
concentration.
General Objectives:
3.
4.
Assessment measures for each
learning outcome:
(Copy from Column 3,Table 6
above)

Students will
accompany the
assigned melody in
the western
functional
harmonization with
single note, interval
or chords. Different
styles of
accompaniment
handout styles are
given.
use analytical reasoning
to identify issues or
problems and evaluate
evidence in order to
make informed
decisions
6(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





Live performance is assessed
by fluency of the melody
playing and choices of chords
selected to support the melody
note by note or by measure.
Sound quality of the
accompaniment itself
Choice of styles in the
accompaniment
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
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. Students will review chords
and major scales, and play
minor scales on the piano
2. Student will learn to
harmonize a simple melody
with functional chords
(accompaniment).
Curricular Objectives:
Students will form and defend
fundamental value judgments
about works of art within their
major area of concentration.
General Objectives:
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.

Students achieved average 80% from the rubrics in
table 7 as expected.

Students demonstrated understanding of choosing
the chord that includes the notes from the melody.
Students applied artistic views in making their
choices of chords for the melody.
Students integrated their knowledge from MU208,
209 and/or 241 theory courses within their major
program in the process of selecting the chords
For each melodic note, students have three choices
of chords they may apply. Students employed their
analytical reasoning, evaluating evidences and
cultivated musical aesthetic tastes to make the
informed decisions on their choices of
accompaniment styles and chords.


3.
4.
use analytical reasoning to
identify issues or problems
and evaluate evidence in
order to make informed
decisions

.
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?
20 students from MP and FA major students were enrolled. 15 were in MU313 and 5
were in MU314. The ratio between FA and MP out of the 20 was around 3:1. In general,
FA students tend to have more training in piano and theory. However, MP students in the
class made tremendous progress in this class. 19 students completed this task and their
performance was rated according to fluency, choices of the chords, and choice of the
accompaniment style.
The average of the score is 75 (based on 100 points) from MU313 and 85 from MU314.
The choice of accompaniment style was 90% simple chords with 5% single notes and 5%
Rock&Roll style. The choices of chords was rated 70% while fluency is 85%. Majority
of them understood the concept and had spent time practicing. All of them played
through with some chords. However, more practice of inversions making less movements
on the piano for fluency was required.
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 course is one credit. Within an hour and 50 minute period of time, faculty member
tried to include all average attending students, 18, within the time, teaching a new scale
each week, checking everyone’s solo piece progress while teaching sight reading and this
accompaniment task. The time is limited. In addition, this task was offered to train
pianistic accompaniment skill as well as integrating theory knowledge in making the right
choices in harmonization of the melody. Demonstration from a few students each week
on the 2nd half of the semester as well as from the professor was given. Students were
well-informed what to do in the assignment and how they would be assessed. Verbal
feedback, sharing, written theory practice were encouraged.
The results suggested that students need to practice more on this task and stick to same
choices of chords for accompaniment to ensure fluency in their performances. During
their exam performance, they would make immediate changes of chords if it didn’t sound
right suggested that most students were aware and could differentiate from ‘better’ to ‘not
so good’ choices. It exhibited that they could hear the right choice of chords in their
mind but the execution part, more practice time, shall be enforced.
C. Resulting action plan:
8(9)
Based on A and B, what changes, if any, do you anticipate making?

Smaller class size may prompt more individual in-class time with each student
due to the fact that the problems each student exhibited was quite different.
Therefore, each student needed more time to practice and work with the professor.
QCC 12/3/04
9(9)
QCC COURSE OBJECTIVES FORM (SHORT)
QCC COURSE OBJECTIVES FORM (Short)
Fall 2004, rev. 6/15/07
Date: December 26, 2012
Department: Music__
Course: MU313/314 Piano Class
Curriculum or Curricula: FA
TABLE 1: EDUCATIONAL CONTEXT OF THE COURSE
Educational Context:
MU313/314 is a combined piano class for middle and upper level piano students. The MP major
students are required to take two piano courses which may be MU312 and 313 making this course a
required one in the MP Program. FA music concentrated students need to take one required piano class.
All piano students will take placement exam and get assigned to the appropriate level. Other than
learning standard piano repertoire, the course contains basic to middle and upper level pianistic
foundations such as scales, harmonization, accompaniment, chord playing, sight reading and pedal
application.
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
Briefly describe activities in this course which help students
meet each of these curricular objectives
1. Students will demonstrate 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.

Students will be given a simple melody and pianistic
accompaniment patterns to learn to accompany the melody in the
functional harmony.
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.

Students will be required to learn a few pieces in different styles
or historical context to build up their repertoire, such as Baroque,
Classical, Romantic, Contemporary, Pop and Jazz.
Students will demonstrate knowledge of musical vocabularies in
Italian, German and French from music scores.
4. Students will form and defend
fundamental value judgments about works of
art within their major area of concentration.



Students are required to learn minor scales (mostly harmonic
ones) and execute them in both hands together in two octaves
with accurate fingerings.
Students will get a new sight reading material and a few minutes
before playing it together in a few of the class.
Students will learn to incorporate accurate notations, rhythm,
dynamics, expressions, tempo, articulation and stylistic and
pianistic interpretation of the piano solo works assigned.
TABLE 3: GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s
General educational objectives
addressed by this course: Select
Briefly describe activities in the course which help
students meet each of these general education
1(4)
identification
number from
preceding list
(1-10)
from preceding list.
objectives

use analytical reasoning to identify issues
or problems and evaluate evidence in
order to make informed decisions

2


reason quantitatively and mathematically
as required in their fields of interest and
in everyday life

3
9
Students will learn to evaluate the quality of their
weekly practice and performance in class
Students will distinguish the sound from their heart
than the sound they hear they play thus make
appropriate changes to improve.
Students will learn appropriate method for practice and
performance.
Students will employ technology like metronome, and
/or recording device from smart phone/computer to
analyze, process and assist the accuracy and efficiency
of their ‘daily’ practice.
Students will learn to organize the practice schedule
and estimate the amount of time spent on the piano
solo piece in order to be ready for weekly class checkup, thus incorporate the practice routine into their
everyday life.
employ concepts and methods of the
natural and physical sciences to make
informed judgments

Students will learn correct sitting, shoulder, arm, wrist
postures and fingerings when practice and perform
piano.
apply aesthetic and intellectual criteria in
the evaluation or creation of works in the
humanities or the arts

Students will analyze the form and compositional
structure of the music.
Students will evaluate ways to practice for maximum
results.
Students will perform and evaluate stylistically,
esthetically and artistically of assigned piano solo
works.

10

2(4)
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 review chords and major scales, and play minor scales on the piano
2.Students will improve on sight reading skill
3.Students will increase their musical and pianistic vocabularies/terminologies
4. Student will learn to harmonize a simple melody with functional chords (accompaniment).
5.Students will learn a few piano solo works to build piano repertoire
6. Students will experience collaborative 4 hand and class piano with other students.
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 review chords and
major scales, and play minor scales
on the piano
2.Students will improve on sight
reading skill
Learning outcomes
a. Students will identify minor scales from major ones on the piano
b. Students will employ accurate fingerings playing minor scales in two hands and
two octaves traveling in descending and ascending directions
a. Students will dissect information like tempo, meter, expression, notes, rhythm
and dynamic on the written score.
b. Students will execute the abovementioned information and integrate into sight
reading skill.
3.Students will increase their
musical and pianistic
vocabularies/terminologies
4. Student will learn to harmonize a
simple melody with functional
chords (accompaniment).
a. Students will identify and define vocabularies printed on the musical score
b. Students will apply the musical terminologies on their piano solo performance.
5.Students will learn a few piano
solo works to build piano repertoire
a. Students will illustrate assigned selected piano solo works with different technical
challenges and listening skill required in weekly checkups and exams/performances.
b. Students will summarize their strength and weakness in their piano performance.
6. Students will experience
collaborative 4 hand and class piano
with other students.
a. Students will exercise pianistic art by collaborating with fellow pianists in the
class either in four-hand or group piano class playing.
b. Students will apply new listening skills in ensemble playing.
a. Students will identify and select functional chords to harmonize the melody
b. Students will write down and/or play by ears to accompany the melody assigned.
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)