QCC COURSE ASSESSMENT
QCC COURSE ASSESSMENT FORM
Fall 2004; revisions 6/15/07
Date: 3/26/2013
Department: Music
Course: Digital Music Sequencing
Curriculum or Curricula: MP Requirement
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: MP102 – Digital Music Sequencing
Curriculum: A.A.S. Degree in Music Production (MP)
A required (mid-level) course that explores the use of virtual synthesizers, music production and notation software,
and computers in the production of sequencer-based compositions. The course pre-requisites are MU208 –
Musicianship and MP101 – Intro to the Recording Studio. The course serves as a continuation of MP101 with a
stronger emphasis on computer based music production. Students apply basic techniques by working with
professional music sequencing programs in the music technology Lab.
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:
Objective B: Students will demonstrate a progressive understanding of the various elements and basic interrelated
processes of creation, interpretation, and execution within their discipline
Objective C: In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their
respective discipline
Objective E: In discussion and written assignments, students will observe, analyze and critique performances of
performing artists utilizing appropriate jargon.
Objective G: Students will integrate personal observation and objective criticism in the evolution of their artistic
work.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
(1.) Communicate effectively through reading, writing, listening, and speaking
(4.) Use information management and technology skills effectively for academic research and lifelong learning
(5.) Integrate knowledge and skills in their program of study
(10.) 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
Learning outcomes
1. Students will expand on their
knowledge of using audio interfaces
as control surfaces for sequencing
software in addition to using it as a
standalone mixer.
a. Students will be introduced to a new series of computer keyboard
shortcuts and commands to facilitate using the Digidesign 002 mixing
console and the M-Audio Axiom Pro keyboard as their primary controllers for
the music sequencing software.
b. Students will expand their knowledge of the computer keyboard shortcuts
and commands with the buttons and controls on both the Digidesign 002
mixing console and M-Audio Axiom Pro keyboard to enhance their workflow.
2. Students will use sequencing
a. Students will create original music to enhance their understanding of how
software to compose and original
music production software works.
music
b. Students will compose their composition in sketch form as a map to guide
them through the creative process.
3. Students will write essays on
a. Students will listen to contemporary/ popular music and describe what
music and song production
they hear with regards to the overall production of the song in terms taught
in the class.
b. Students will analyze the song structure and identify song sections using
the terms taught in the class.
4. Students will create music
a. Students will write song structure timelines for music played in the class
timelines to further define song
and music of their choice and create map of the music that will show the
structure
inner workings of the recording.
b. Students will transfer this new timeline analysis skill set to their final
project.
5. Students reproduce traditional
a. Students will create electronic sheet music to be further revised in a
sheet music in electronic form using music sequencer program.
music notation software
b. Students will gain better knowledge of music notation, computer
keystroke organization, and note input workflow for creating electronic sheet
music
6. Students will modify existing
a. Students will take pre-existing classical music midi files and convert them
classical music midi files in Pro Tools into electronic sheet music.
music production software
b. Students will make a new version of the converted midi file into a new
musical composition using the music sequencing program.
c. Students will demonstrate understanding of basic music production
techniques by keeping the structure of the original file and injecting new
sounds and digital effects into the composition.
7. Students will evaluate the original a. Students will listen to music created by their peers as of way of hearing
music of their peers
how music composition is interpreted differently other producers.
b. Students will provide and receive constructive criticism to their peers to
demonstrate progress in subjects learned.
8. Students will demonstrate their
a. Students will create unique sound effects for their mixes
knowledge of mixing different
b. Students will modify audio tracks with equalization for clarity
sounds, digital effects, and voices
c. Students will produce a complete mix of their final project song and write
together
about their production techniques in a daily production log.
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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)
3. Students will write essays on music and song production
4. Students will create music timelines to further define song structure details and effects
7. Students will evaluate the original music of their peers
8. Students will demonstrate their knowledge of mixing different sounds, digital effects, and voices
together
Curricular Objective(s) selected for assessment: (select from Table 2)
(1.) Communicate effectively through reading, writing, listening, and speaking
(4.) Use information management and technology skills effectively for academic research and
lifelong learning
(5.) Integrate knowledge and skills in their program of study
(10.) 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 (see the sample that follows), 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 prepare a popular or contemporary song of their choice as a music timeline on a sheet of paper that
indicates the time in minutes and seconds when new musical events happen during the song. Examples of these
musical events are:
1.
2.
3.
4.
5.
Song Structure (Intro, Verse, Chorus, Bridge, etc.)
Descriptive identification of naming musical instruments
Placement of where instruments appear in the song
Exact time (in minutes and seconds) when something new appears
Detailed description of any production effects and techniques heard in the mix
Desired student learning
outcomes for the assignment
(Students will…)
Briefly describe the range of
activities student will engage
in for this assignment.
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. Students will hear different types
of musical genres analyzed based
on their song structure.
A. For the timeline analysis sheet,
the student will be judged on the
adherence to the given layout
design of the timeline template,
and the clarity of timeline events
presented.
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired
learning outcomes for the
assignment.
1. Students will select a song in a
popular music genre to listen to and
analyze its structure.
(Curric. Obj. B, C, and E; Gen. Ed.
Obj. 1, 4, 10)
2. Students will create a linear timeline
chart to illustrate beginning and end of
selected song.
(Curric. Obj. B, C; Gen. Ed. Obj. 1, 4)
3. Students will add detailed
information regarding the song’s
structure, dynamic map,
instrumentation, and relation to lyric
content where applicable.
(Curric. Obj. B, C, E; Gen. Ed. Obj. 1,
4, 10)
b. Students will discuss preference
for their song selections based on
materials and criteria taught in
class.
c. Students will discuss their
timeline in depth with terminology
taught in class.
d. Students will provide criticism,
suggestions, and self-evaluation,
based on how they have reinterpreted their familiar song
using the timeline analysis method.
(4.) Students will give an oral
presentation to the class by making
photocopies of their timeline layout
and distributing to the class and the
professor for a complete class
participation, observation and
evaluation.
(Curric. Obj. B, C, E and G; Gen. Ed.
Obj. 1, 4, 5, 10)
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B. For the detailed description of
the events, the student will be
judged on the use correct song
structure terminology (Intro, Verse,
Chorus, Bridge, etc.) as well
providing additional notes about
their personal observation
regarding the song they selected.
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)
Briefly describe the assignment that will be assessed:
Students will prepare a popular or contemporary song of their choice as a music timeline on a sheet of paper that
indicates the time in minutes and seconds when new musical events happen during the song. Examples of these
musical events are:
1.
2.
3.
4.
5.
Song Structure (Intro, Verse, Chorus, Bridge, etc.)
Descriptive identification of naming musical instruments
Placement of where instruments appear in the song
Exact time (in minutes and seconds) when something new appears
Detailed description of any production effects and techniques heard in the mix
Desired student learning
outcomes from the assignment:
(Copy from Column 1, Table 6
above; include Educational Goals
and/or General Education
Objectives addressed)
Assessment measures
for each learning
outcome:
(Copy from Column 3,Table
6 above)
1. Students will select a song in a
popular music genre to listen to
and analyze its structure.
(Curric. Obj. B, C, and E; Gen. Ed.
Obj. 1, 4, 10)
A. For the timeline analysis
sheet, the student will be
judged on the adherence to
the given layout design of
the timeline template, and
the clarity of timeline
events presented.
2. Students will create a linear
timeline chart to illustrate
beginning and end of selected
song.
(Curric. Obj. B, C; Gen. Ed. Obj.
1, 4)
3. Students will add detailed
information regarding the song’s
structure, dynamic map,
instrumentation, and relation to
lyric content where applicable.
(Curric. Obj. B, C, E; Gen. Ed.
Obj. 1, 4, 10)
B. For the detailed
description of the events,
the student will be judged
on the use correct song
structure terminology (Intro,
Verse, Chorus, Bridge,
etc.) as well providing
additional notes about their
personal observation
regarding the song they
selected.
(4.) Students will give an oral
presentation to the class by
making photocopies of their
timeline layout and distributing to
the class and the professor for a
complete class participation,
observation and evaluation.
(Curric. Obj. B, C, E and G; Gen.
Ed. Obj. 1, 4, 5, 10)
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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.
Grade of A. Complete timeline with full details
of song structure, musical and production
events, and instrumentation properly labeled in
minutes and seconds downbeats and subbeats within measures. Dynamic Map and
observation notes at the end.
Grade of B. Timeline is nearly complete but
one detail not met: Incomplete or unclear
layout, brief observation notes.
Grade of C. Two or more requirements not
shown on the timeline analysis sheet, no
observation notes.
Grade of F. Assignment was not done.
Unacceptable: Too many details missing.
Report must be resubmitted.
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.
Desired student learning
outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or
General Education Objectives
addressed)
1. Students will select a song in a
popular music genre to listen to and
analyze its structure.
(Curric. Obj. B, C, and E; Gen. Ed. Obj.
1, 4, 10)
2. Students will create a linear timeline
chart to illustrate beginning and end of
selected song.
(Curric. Obj. B, C; Gen. Ed. Obj. 1, 4)
3. Students will add detailed
information regarding the song’s
structure, dynamic map,
instrumentation, and relation to lyric
content where applicable.
(Curric. Obj. B, C, E; Gen. Ed. Obj. 1,
4, 10)
(4.) Students will give an oral
presentation to the class by making
photocopies of their timeline layout and
distributing to the class and the
professor for a complete class
participation, observation and
evaluation.
(Curric. Obj. B, C, E and G; Gen. Ed.
Obj. 1, 4, 5, 10)
Student achievement: Describe the group achievement of
each desired outcome and the knowledge and cognitive
processes demonstrated.
Learning outcome 1 is not individually measurable. The song
choice is decided by the students based on criteria set forth upon
handing out the assignment.
This learning outcome is used to inform the decisions made in
learning outcomes 2-5 which are measurable.
For learning outcome 2, 13 out of 15 students provided a correct
linear timeline for an 87% correct rate.
For learning outcome 3, 10 out 15 students provided the
necessary detail required at a 66% correct rate.
For learning outcome 4, 13 out 15 students participated in the oral
presentation and preparation necessary for observation and
evaluation at an 87% correct rate.
This assignment was completed by 13 of 15 students. Three of
the 13 students were asked to re-submit their timelines after
evaluation and further discussion to satisfactory completion. The
assignment gave the students a new listening skill set, in addition
to learning how to break down songs into their distinctive sections
for further analysis.
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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?
The results show that students come into the Music Technology program not completely understanding the
art of listening to a song in detail. Before students come to the class, they are still listening to music as a
consumer, not a future recording engineer, producer, or artist. The assignment gave the student an
opportunity to re-discover the song of their choice and fully realize the inner workings of its production and
songwriting.
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 assignment worked very well for the students. Only one student re-submitted the assignment, and that
student did so with new notes, and a better detailed timeline analysis using terminology taught in class. In
addition to learning about song structure, the students learned how to tell the difference between live and
sampled traditional instruments based on the dynamics in the performance of the song. This assignment
also provides a skill set for classes that follow in the curriculum such MP103 – Recording Studio Techniques
and MP204 - Sound Design. The emphasis is strictly placed on listening, developing a good ear, and
examining the art of music production.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The assignment shows how students enter this major with untrained ears for sophisticated music production.
Using a detailed timeline to show how music travels from start to finish has been very effective in the class.
This assignment is also a part of the final original composition project at the end of the semester. The
requirement that students use colored highlighter marker to indicate repeated sections and new events for
the timeline has shown to be effective. I have added two more similar assignments to the class to keep the
analysis process fresh and consistent.
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