Assessment of Learning Objectives – MU471 Percussion Ensemble
Fall 2012
Student Learning Outcomes
By the end of the semester, students will be able to:
Learning Outcome 1 – Play basic rudiments at a slow to moderate tempo
Learning Outcome 2 – Read, interpret and perform primarily rhythmic musical scores
Learning Outcome 3 – Apply techniques of ensemble playing in group rehearsal and performance
Learning Outcome 4 – Prepare and present a public performance of a musical work
Gen Ed. Obj.
1.Communicate effectively through
reading, writing, listening and
speaking
2. Use analytical reasoning to
identify issues or problems and
evaluate evidence in order to make
informed decisions
3. Reason quantitatively and
mathematically as required in their
fields of interest and in everyday
life
4. Use information management
and technology skills effectively for
MU471 Percussion Ensemble, Fall 2012
Outcome desired
L.O. 2 – Read,
interpret and
perform primarily
rhythmic musical
scores
NA
Outcome desired
L.O. 3 – Apply
techniques of
ensemble playing in
group rehearsal
and performance
NA
NA
NA
NA
NA
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academic research and lifelong
learning
5. Integrate knowledge and skills in
their program of study
L.O. 1 – Play basic
rudiments at a slow
to moderate tempo
NA
NA
L.O. 3 - Apply
techniques of
ensemble playing in
group rehearsal
and performance
NA
L.O. 4 – Prepare
and present a
public performance
of a musical work
9. Employ concepts and methods
of the natural and physical
sciences to make informed
judgments
NA
NA
10. Apply aesthetic and intellectual
criteria in the evaluation or creation
of works in the humanities or the
arts
L.O. 4 – Prepare
and present a
public performance
of a musical work
NA
6. Differentiate and make informed
decisions about issues based on
multiple value systems
7. Work collaboratively in diverse
groups directed at accomplishing
learning objectives
8. Use historical or social sciences
perspectives to examine formation
of ideas, human behavior, social
institutions, or social processes
MU471 Percussion Ensemble, Fall 2012
NA
NA
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Description of assessment activity that occurred and the student learning outcome(s) it addresses
Students individually performed a short, rhythmic etude comprised of quarter and eighth notes and rests, and including
three dynamic levels (piano, mezzo-forte, forte). This etude was used in class as a tool for learning and practicing
common eighth-note-based rhythms, and students worked cooperatively in groups of two to learn and practice it. In
addition, the class practiced the etude together, correcting the most common errors. The assessment performances were
conducted individually.
This activity addresses student learning outcome 2: “Read, interpret and perform primarily rhythmic musical scores.”
Data collection instrument(s) used for assessment
An evaluation standard comprising five categories with ratings of one through ten was used to score each student’s
individual performance. Categories rated included tempo, rhythm, tone, dynamics and technique. Due to practical
concerns, the students performed on practice surfaces rather than actual drums therefore the category of tone was
removed from the evaluation (every student was rated a 10). See Appendix A.
Analysis and summary of the assessment results
One hundred (100) percent of the students were able to satisfactorily complete the assignment, receiving a score of 70%
or higher. Fifty-four (54) percent of the students (seven out of a population of thirteen) received a score of 90% or higher.
Fifteen (15) percent of the students received a score between 80% to 89%. Thirty (30) percent of the students received a
score between 70% and 79%.
Students were consistently strong in tempo and technique. The areas of greatest weakness were rhythm and dynamics.
Dynamics were most often weak because they were given priority below correct rhythms. Because the students in this
class arrive with a wide variety of abilities and skills, the reasons for rhythm being a primary area of weakness are myriad.
Several of the students had never read music prior to this class, so this was a completely new experience for them. Many
others had studied rhythm reading in required courses for their program of study (musicianship), but never achieved
fluency. In both cases, continuity in reading was the primary problem. Most students were able to read and interpret
individual measures of rhythms, but putting them together in a continuing musical context was difficult.
MU471 Percussion Ensemble, Fall 2012
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How the assessment results affected the student learning outcomes identified, and plans to address areas for
students improvement.
Students completing this activity were successful in fulfilling student learning outcome number 2. While all students were
able to satisfactorily read, interpret and perform a musical score, there are definitely areas for improvement.
In future classes I plan to address weaknesses in rhythm reading by spending more time in the first four weeks of class
introducing, reviewing and drilling the basics of rhythm reading, incorporating additional rhythm reading practice activities,
and having more frequent individual assessments. From speaking with students, I was impressed with the significant
amount of time many of them spent practicing outside of class for this assessment. It is my thought that more frequent
and specific individual assessments in the first few weeks of future classes may result in overall more focused practice
time outside of class. I think the specificity of the goal (i.e. learn these six lines of music) helped students to focus their
practicing. Because this class meets only once a week for two hours, it is the quality and quantity of time spent practicing
outside class that determines the pace of progress in class.
MU471 Percussion Ensemble, Fall 2012
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Appendix A
Assessment Instrument and Assignment
MU471 Percussion Ensemble, Fall 2012
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Appendix B
Student Artifacts
MU471 Percussion Ensemble, Fall 2012
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