QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date:
December 26, 2012
Department:
Music
Course:
MU 453 Collegium Musicum
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
One of the ensemble music performance courses provided for FA and MP programs. Students are required to take
two credits from 400 performance course series. Therefore, this may be a required performance course for FA and
MP student. An open level course, it comprises a variety of small instrumental and/or vocal ensembles. Through
working with partner(s) in similar levels, students build listening skills in ensemble settings as well as regular
rehearsals with one another. A connective and communicative musical partnership is formed to explore repertoire
of their interests and capabilities. Regular constructive peer critiques are encouraged to promote healthy learning
environment. Performance anxiety issues are discussed. The course is designed to integrate students’ knowledge
of theory, piano class, history of music and performance skills in their program of study.
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)
1
5
8
10
General educational objectives addressed by this course: Select from preceding list.
communicate effectively through reading, writing, listening and speaking
integrate knowledge and skills in their program of study
use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
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TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
1.
Students will interpret
musical works.
2.
Students will compare and
contrast the musical styles
of composers through
different art and historical
periods of the selection of
works in the semester.
Students will assess,
evaluate and critique
musical greatness.
Students will show
knowledge of the different
techniques and sounds used
in their voice, instrument
and ensemble.
Students will learn to
collaborate with musicians
of different voices and
instruments.
Students will cultivate
listening and compositional
skills within the ensemble
setting.
3.
4.
5.
6.
7.
Students will interpret
musical works.
Learning outcomes
a.
b.
c.
a.
b.
Students will recognize each assigned piece in its context and style
Students will be listening to music of similar style and period by master
musicians online or from the recording.
Students will utilize the comments to practice for improvement.
Students will describe the characteristics of musical compositions through
a description of various ways composers have utilized the elements of
music.
Students will distinguish different musical styles by composers and
exhibit that through their performances.
a.
Students will compare, employ their knowledge and discriminate the
greatness of music selections they listen and perform.
a.
Students will analyze and identify the specific performance techniques in
voice and instruments required for selected pieces.
Students will include the terminologies from the musical score in
discussion and interpretation.
b.
a.
b.
a.
b.
a.
b.
Students will gain experience working with different voices, vocal type,
and instruments.
Students will learn repertoire of specific ensemble combination like piano
four hand, flute trio or guitar duet.
Students will cultivate listening skill through understanding required
elements of music like tempo, expression, rhythm, form, embellishments,
and chord structure/theory in the composition.
Some students will create their original composition based on their
instrumental/vocal ensemble combination and theory knowledge.
Students will cultivate listening skill through understanding required
elements of music like tempo, expression, rhythm, form, embellishments,
and chord structure/theory in the composition.
Some students will create their original composition based on their
instrumental/vocal ensemble combination and theory knowledge..
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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)
Students will show knowledge of the different techniques and sounds used in their voice/instrument and
ensemble.
Curricular Objective(s) selected for assessment: (select from Table 2)
Students will demonstrate progressive understanding of the various elements and basic interrelated processes of
creation, interpretation, and execution within their discipline
General Education Objective(s) addressed in this assessment: (select from Table 3)
integrate knowledge and skills in their program of study
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.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Students will perform at Student Convocation I and II scheduled regularly during the department concert time on Wednesday.
Each student will perform the specific assigned piece with their ensemble members from the course. Music pieces of each
ensemble level will be selected from Classical, Broadway, Pop, Jazz and/or contemporary repertoire. The criteria of
performance collaboration, understanding, listening and techniques will be assessed on the stage in a live performance
situation. The piece selected for live performance is rehearsed, practiced, coached and critiqued each week during their
individual, ensemble and course hours.
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 Objective:
1. Students will show knowledge of
the different techniques and
sounds used in their
voice/instrument and ensemble.
a. Select a few pieces as the
semester goal
b. Compose an original piece
for the specific ensemble
voices/instruments
c. Practice individually,
rehearse together in the
ensemble group,
d. listen to recording, editing
and improvise the original
compositions.
e. Come to weekly class
coaching
f. participate in Student
Convocation I & II live
performance with a short verbal
presentation
Curricular Objective:
1. Students will demonstrate
progressive understanding of the
various elements and basic
interrelated processes of creation,
interpretation, and execution within
their discipline
General Education Objective:
1. Integrate knowledge and skills
in their program of study
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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.)
a. Critique from ensemble
members and instructor
b. Grade and participation
attendance from the instructor
c. Post experience: sharing,
discussion and verbal feedback
d. Personal audio and
departmental video recordings
for assessment
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 perform at Student Convocation I and II scheduled regularly during the department concert time on Wednesday.
Each student will perform the specific assigned piece with their ensemble members from the course. Music pieces of each
ensemble level will be selected from Classical, Broadway, Pop, Jazz and/or contemporary repertoire. The criteria of
performance collaboration, understanding, listening and techniques will be assessed on the stage in a live performance
situation. The piece selected for live performance is rehearsed, practiced, coached and critiqued each week during their
individual, ensemble and course hours.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
Course Objective:
Students will show
knowledge of the different
techniques and sounds
used in their
voice/instrument and
ensemble.
a. Critique from ensemble
members and instructor
b. Grade and participation
attendance from the
instructor
c. Post experience: sharing,
discussion and verbal
feedback
d. Personal audio and
departmental video
recordings for assessment
Curricular Objective:
Students will demonstrate
progressive understanding
of the various elements
and basic interrelated
processes of creation,
interpretation, and
execution within their
discipline
General Education
Objective:
Integrate knowledge and
skills in their program of
study
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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
tempo, notes, rhythm, musical
interpretation, ensemble
collaboration, memory, dynamics,
expressions, understanding of the
style, and the amount of time
spent on individual practice and
group rehearsal.
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)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.

Course Objective:
Students will show knowledge of
the different techniques and
sounds used in their
voice/instrument and ensemble.

Curricular Objective:
Students will demonstrate
progressive understanding of the
various elements and basic
interrelated processes of creation,
interpretation, and execution within
their discipline

Students achieved average 80% from the rubrics in
Table 7 as expected.
Students demonstrated their improvement of
techniques and sound generated from their specific
voice, instrument and ensemble by executing the
piece from the beginning to the end smoothly
without interruption and with the incorporating of
correct and accurate pitch, rhythm, notes, tempo
and dynamics.
Students utilized their pianistic, aural training and
sight reading skills from other course within the
program in the live performance.
General Education Objective:
Integrate knowledge and skills in
their program of study
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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?
16 students in six ensemble groups (one piano four hand, one vocal trio, two vocal duets, one viola duo,
one flute/violin/piano trio) performed separately in the two Student Convocations this semester. As listed
from Table 7, a few parameters are used for grading, such as tempo, rhythm, musical interpretation,
ensemble collaboration, memory, dynamics, expressions, understanding of the style, and the amount of
time spent on individual practice and group rehearsal.
Majority of students achieved Satisfactory 80% of score.
The projected results of this planned assessment showed that most students successfully executed their
musical pieces with sufficient practice and rehearsal time.
The students have gotten to know better at the piece of music they learned and their own voice/instrument
as well as their ensemble overall sound.
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 is a performance class that emphasizes daily individual practice of selected pieces and
weekly rehearsals with members in the ensemble collaboratively. The goal set in the beginning
for students to get ready and perform live in a public venue in front of live sitting audience was
clear. The dates of the two Student Convocations were set approximately six weeks apart so
students got to choose either date that suit their working progress and for readiness of their
selected pieces. The component of rubrics were discussed and coached on the weekly basis. All
students executed their part of voice/instrument within the ensemble and played through
uninterruptedly the practiced pieces successfully which demonstrated that they have learned the
new repertoire and worked well with one another within the specific ensemble they were
assigned.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
I may assign some listening and reading homework in the context of their chosen repertoire to
increase their knowledge and listening skill, while using great masters’ recordings to inspire
them, if possible.
QCC 12/3/04
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