LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Humanities and Fine Arts
Discipline/Program:
Music
Course Number and Name: MUSIC 101 Fundamentals of Music
Program Contact Person:_____ Michael Hiscocks _____________
Phone: _4409______
Reviewed by: Elena Reigadas, SLO Assessment Coordinator
Date:
Spring 2014 assessment (submitted 6/17/14)
Data for this assessment was collected and analyzed from students in the following course sections: 0371, 0376, 6025, and 7640.
Institutional
Learning Outcomes
1
Course Intended
Outcomes
1. Interpret notes and other
symbols written on a
musical staff.
Means of Assessment and
Criteria for Success
Means: Embedded quiz or exam
questions.
Criteria: 70% of students should
score at satisfactory level or better
on embedded note naming and
rhythm exercises given on a quiz
or exam.
2
2. Apply concepts of
rhythm, note value and
meter in music notation.
Means: Embedded quiz or exam
questions.
Criteria: 70% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
2
3. Construct major and
minor scales on a musical
staff.
Means: Embedded quiz or exam
questions.
Criteria: 70% of students should
Summary of Data Collected
Total Sample: 88 students from class
sections: 0376 and 7640
Percentage of students attaining
satisfactory level or above: 86%
Total Sample: 116 students from 4
class sections:0371, 0376, 6025, and
7640
Percentage of students attaining
satisfactory level or above: 63%
Total Sample: 116 students from 4
class sections: 0371, 0376, 6025, and
7640
Percentage of students attaining
Use of Results
Criteria met. Department faculty
considering an update and
consolidation of course SLOs.
Possibly combine this SLO into a
broader category dealing with
reading notes on the staff. Faculty
also considering adding
composition assignments and using
more materials that make these
assignments clearer, in an effort to
increase success.
Criteria NOT met. Further
exercises in rhythm and note and
rest values will be administered
during the semester. A variety of
exercises are required including
adding missing barlines and/or
adding missing notes and rests to
given musical examples. Faculty
will reassess this SLO at the end of
the Fall 14 term.
Criteria NOT met. There were
some discrepancies in how this
data was collected among the
various class sections. Minor
Music 101 - 1
1
2
2
2
4. Differentiate between
varying key signatures in
major keys and in minor
keys
5. Construct and identify
diatonic and chromatic
intervals.
6. Construct and identify
triads and dominant seventh
chords in root position and
inversion.
7. Compose simple chord
progressions using smooth
voice leading.
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
satisfactory level or above: 63%
Means: Embedded quiz or exam
questions.
Total Sample: 116 students from 4
class sections: 0371, 0376, 6025, and
7640
Percentage of students attaining
satisfactory level or above: 73%
Criteria: 70% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 70% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 70% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded chord
progression exercise given on a
quiz or exam.
scales and keys are often
introduced at the end of the
semester and the committee felt
that students may need more time
to digest this material. Additional
exercises will be included and this
SLO reassessed in Fall 2014.
Criteria met. No further action
required at this time. Reassess
Spring 2015.
Total Sample: 116 students from 4
class sections: 0371, 0376, 6025, and
7640
Percentage of students attaining
satisfactory level or above: 71%
Criteria met. No further action
required at this time. Reassess
Spring 2015.
Total Sample: 116 students from 4
class sections: 0371, 0376, 6025, and
7640
Percentage of students attaining
satisfactory level or above: 53%
Committee believed that the
embedded questions used for the
assessment may have been more
challenging than they needed to be
leading to unrealistically low
success rate. We will adjust the
rubric and reassess Spring 2014
Criteria met. No further action
required at this time. Reassess
Spring 2015.
Total Sample: 88 students from 3 class
sections: 0376, 6025, and 7640
Percentage of students attaining
satisfactory level or above: 75%
Criteria: 70% of students should
score at satisfactory level or better
on embedded chord progression
exercises given on a quiz or
exam.
2
8. Calculate transposition of
melodies and chord
progressions.
Means: Workbook lesson with
scoring rubric.
Not assessed this cycle.
Criteria: 70% of students should
score at satisfactory level or better
Music 101 - 2
on transposition rubric.
Date:
August 2013
Summer 2013, Section 1219, Keller
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended
Outcomes
1. Analyze how rhythm,
melody, and harmony
contribute to the
perception of musical
form.
Means of Assessment and Criteria for Success
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy analyzing the link
between rhythm, melody, and harmony using standard
symbols to label meter, tonality, mode, chords, and cadences
in a phrase-length musical excerpt given a prompt such as the
following:
Summary of Data
Collected
Su2013
Section 1219 (only
section)
30 enrolled
24 assessed on this SLO
62.5% success rate
[Given a chordal harmonization of a melody in ¾ time with a combination of
values including half through eighth notes/rests, three measures long, and
having the progression I-vi-ii-V7-I]: “Label the meter, tonality, mode, chords
(in both commercial and Roman numeral symbols) and cadence.”
2
2.
Compose chord
progressions that
generate a sense of
unity within a phrase.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy using standard
chord progressions to enhance accentuation of the meter,
establish tonality, and prepare and implement a cadence in a
phrase-length composition given a prompt such as the
following:
3.
Compose melodies
derived from
standard chord
progressions.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy composing a
melody in a given meter using a variety of rhythmic values
and pitches derived from chord tones in and non-chord
embellishments of a standard chord progression given a
prompt such as the following:
Of the unsatisfactory
assessments, only 2 were
complete submissions,
thus the results are a bit
misleading. On the other
hand, perhaps the
instructions could be
made clearer.
Su2013
Section 1219 (only
section)
30 enrolled
21 assessed on this SLO
85% success rate
Students enjoy and
appreciate the
artistic/creative projects
like this one—it seemed
intrinsically motivating.
Will attempt to build this
aspect into the previous
assessment tool.
Su2013
Section 1219 (only
section)
30 enrolled
21 assessed on this SLO
62% success rate
Students seemed to
perceive this assignment
as harder than the last.
Will consider introducing
it earlier, and taking more
time on it.
Su2013
Section 1219 (only
section)
30 enrolled
18 assessed on this SLO
72% success rate
Those with low scores
overlooked the basics.
Will consider a review
prior to this assignment.
“Compose a progression of four to six chords in root position that establishes
the tonic, prepares and then arrives on the dominant, and returns to the tonic
via a standard cadence. Label the chords using both commercial and Roman
numeral symbols.”
2
Use of Results
“Compose a melody in four measures of 4/4 time, using note/rest values
ranging from halves to eighths, that fits the progression i-VI-iv-V7-I in the key
of E minor.”
2
4.
Harmonize melodies.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy labeling chords
chosen to enhance the rhythmic, harmonic, and formal
structures implied in a written melody given a prompt such as
the following:
[Given a melody in four measures of 6/8 time, with chord changes on each
down beat, and combining chordal skips, passing tones and neighboring
tones]: “Determine the possible location of chord changes. Circle and label
possible non-chord tones. Select the chords that enhance the melody and
Music 101 - 3
create a sense of unity within the phrase. Then label them using both
commercial and Roman numeral symbols.”
2
5.
Enhance
simultaneous melodic
patterns formed by
the changes in pitches
between successive
chords.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy using inversion,
tendency-tone resolution, independent melodic motion, and an
assessment of metric accentuation to arrange a phrase-length
chord progression into a single-staff contrapuntal reduction
given a prompt such as the following:
Su2013
Section 1219 (only
section)
30 enrolled
19 assessed on this SLO
73% success rate
Low scores didn’t follow
instructions. Will consider
whether they can be made
more clear.
“Realize the chord progression I-ii-IV-V7-I in the treble clef, with three
pitches per chord (omitting a chord’s fifth, when necessary), using ‘smooth
voice leading,’ i.e. with no voice moving more than a third between chords.
Then label the inversions that result.”
Date:
January 2013 (previous assessment on pages 3-8.)
This page and the following list newly revised SLO for MUS 101. The course outline of record is being updated. Data will be collected,
analyzed and the findings reported during the Spring 2013 semester.
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended
Outcomes
6. Analyze how rhythm,
melody, and harmony
contribute to the
perception of musical
form.
Means of Assessment and Criteria for Success
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy analyzing the link
between rhythm, melody, and harmony using standard
symbols to label meter, tonality, mode, chords, and cadences
in a phrase-length musical excerpt given a prompt such as the
Summary of Data
Collected
Data will be collected
from this new SLO form
beginning spring 2013.
Use of Results
.
Music 101 - 4
following:
[Given a chordal harmonization of a melody in ¾ time with a combination of
values including half through eighth notes/rests, three measures long, and
having the progression I-vi-ii-V7-I]: “Label the meter, tonality, mode, chords
(in both commercial and Roman numeral symbols) and cadence.”
2
7.
Compose chord
progressions that
generate a sense of
unity within a phrase.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy using standard
chord progressions to enhance accentuation of the meter,
establish tonality, and prepare and implement a cadence in a
phrase-length composition given a prompt such as the
following:
Data will be collected
from this new SLO form
beginning spring 2013.
“Compose a progression of four to six chords in root position that establishes
the tonic, prepares and then arrives on the dominant, and returns to the tonic
via a standard cadence. Label the chords using both commercial and Roman
numeral symbols.”
2
8.
Compose melodies
derived from
standard chord
progressions.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy composing a
melody in a given meter using a variety of rhythmic values
and pitches derived from chord tones in and non-chord
embellishments of a standard chord progression given a
prompt such as the following:
Data will be collected
from this new SLO form
beginning spring 2013.
“Compose a melody in four measures of 4/4 time, using note/rest values
ranging from halves to eighths, that fits the progression i-VI-iv-V7-I in the key
of E minor.”
2
9.
Harmonize melodies.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy labeling chords
chosen to enhance the rhythmic, harmonic, and formal
structures implied in a written melody given a prompt such as
the following:
Data will be collected
from this new SLO form
beginning spring 2013.
[Given a melody in four measures of 6/8 time, with chord changes on each
down beat, and combining chordal skips, passing tones and neighboring
tones]: “Determine the possible location of chord changes. Circle and label
possible non-chord tones. Select the chords that enhance the melody and
create a sense of unity within the phrase. Then label them using both
commercial and Roman numeral symbols.”
2
10. Enhance
simultaneous melodic
patterns formed by
the changes in pitches
between successive
chords.
At least 70% of a random sampling of 10% of students
enrolled will achieve at least 70% accuracy using inversion,
tendency-tone resolution, independent melodic motion, and an
assessment of metric accentuation to arrange a phrase-length
chord progression into a single-staff contrapuntal reduction
given a prompt such as the following:
Data will be collected
from this new SLO form
beginning spring 2013.
“Realize the chord progression I-ii-IV-V7-I in the treble clef, with three
pitches per chord (omitting a chord’s fifth, when necessary), using ‘smooth
voice leading,’ i.e. with no voice moving more than a third between chords.
Then label the inversions that result.”
Music 101 - 5
Date:
Fall 2012 assessment (submitted 2/20/13)
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended
Outcomes
1. Interpret notes and other
symbols written on a
musical staff.
Means of Assessment and
Criteria for Success
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded note naming and
rhythm exercises given on a quiz
or exam.
2
2
2. Apply concepts of
rhythm, note value and
meter in music notation.
3. Construct major and
minor scales on a musical
staff.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
1
4. Differentiate between
varying key signatures in
major keys and in minor
keys
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Summary of Data Collected
Use of Results
Total Sample: 72 students from 4 class
sections.
Percentage of students attaining
satisfactory level or above: 76%
Criteria met. Department faculty
considering an update and
consolidation of course SLOs.
Possibly combine this SLO into a
broader category dealing with
reading notes on the staff. Faculty
also considering adding
composition assignments and using
more materials that make these
assignments clearer, in an effort to
increase success.
Criteria met. Department faculty
considering an update and
consolidation of course SLOs.
Dept. faculty will consider
assessing with new rubric during
the next cycle to ensure the validity
of the results.
Criteria met in some sections but
not others. Department faculty
considering an update and
consolidation of course SLOs.
Faculty also considering adding
composition assignments and using
more materials that make these
assignments clearer, in an effort to
increase success.
Inconsistent results among
different class sections with most
slightly underperforming.
Department faculty considering an
update and consolidation of course
SLOs. Faculty also considering
adding composition assignments
and using more materials that
make these assignments clearer, in
an effort to increase success.
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 83%
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 73%
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 68%
Music 101 - 6
2
2
2
5. Construct and identify
diatonic and chromatic
intervals.
6. Construct and identify
triads and dominant seventh
chords in root position and
inversion.
7. Compose simple chord
progressions using smooth
voice leading.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded chord
progression exercise given on a
quiz or exam.
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 63%
See Use of Results for SLO 4
above.
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 71%
See Use of Results for SLO 4
above.
Total Sample: 105 students from 5
class sections.
Percentage of students attaining
satisfactory level or above: 71%
See Use of Results for SLO 4
above.
Total Sample: 44 students from 3 class
sections.
Percentage of students attaining
satisfactory level or above: 81%
Criteria met. Department faculty
considering an update and
consolidation of course SLOs.
Dept. faculty will consider
assessing with new rubric during
the next cycle to ensure the validity
of the results.
Criteria: 75% of students should
score at satisfactory level or better
on embedded chord progression
exercises given on a quiz or
exam.
2
8. Calculate transposition of
melodies and chord
progressions.
Means: Workbook lesson with
scoring rubric.
Criteria: 75% of students should
score at satisfactory level or better
on transposition rubric.
Music 101 - 7
Date:
Revised and Re-assessed October 26, 2011
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended
Outcomes
1. Interpret notes and other
symbols written on a
musical staff.
Means of Assessment and
Criteria for Success
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded note naming and
rhythm exercises given on a quiz
or exam.
2
2. Apply concepts of
rhythm, note value and
meter in music notation.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
2
1
2
3. Construct major and
minor scales on a musical
staff.
4. Differentiate between
varying key signatures in
major keys and in minor
keys
5. Construct and identify
diatonic and chromatic
intervals.
Summary of Data Collected
Fall 2011: Three sections assessed Fall
2011: 0371, 0377, 7640. Total sample
size = 97 students.
Use of Results
Criteria met. No further action
required at this time.
Results: 92% Satisfactory or better.
Exemplary = 87
Satisfactory = 3
Unsatisfactory = 17
Fall 2011: Three sections assessed Fall
2011: 0371, 0377, 7640. Total sample
size = 97 students.
Results: 89% Satisfactory or better.
Exemplary = 78
Satisfactory = 9
Unsatisfactory = 10
Criteria met. No further action
required at this time.
(This assessment confirms our
belief that the poor results in the
Fall 2010 assessment were due to a
faulty assessment rubric.)
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
Music 101 - 8
2
2
6. Construct and identify
triads and dominant seventh
chords in root position and
inversion.
7. Compose simple chord
progressions using smooth
voice leading.
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at satisfactory level or better
on embedded rhythm exercises
given on a quiz or exam.
Means: Embedded chord
progression exercise given on a
quiz or exam.
Criteria: 75% of students should
score at satisfactory level or better
on embedded chord progression
exercises given on a quiz or
exam.
2
8. Calculate transposition of
melodies and chord
progressions.
Means: Workbook lesson with
scoring rubric.
Criteria: 75% of students should
score at satisfactory level or better
on transposition rubric.
Music 101 - 9
Date:
last update January 2011
Attach additional pages as necessary.
Institutional
Learning Outcomes
1
Course Intended Outcomes
1. Interpret notes and other
symbols written on a musical
staff.
Means of Assessment and
Criteria for Success
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
embedded note naming and
rhythm exercises given on a quiz
or exam.
2
2. Apply concepts of rhythm,
note value and meter in music
notation.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
embedded rhythm exercises
given on a quiz or exam.
2
3. Construct major and minor
scales on a musical staff.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
embedded rhythm exercises
given on a quiz or exam.
1
2
4. Differentiate between
varying key signatures in major
keys and in minor keys
5. Construct and identify
diatonic and chromatic
intervals.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
embedded rhythm exercises
given on a quiz or exam.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
Summary of Data Collected
Assessed Fall 2009
Total – 90%
5 class sections were assessed.
 0357
 0371
 6033
 6069
 7640
Fall 2010
Total – 60%
5 class sections were assessed
 0371
 0377
 3293
 7640
 HTPA
Assessed Fall 2009
Total – 83%
5 class sections were assessed:
 0357
 0371
 6033
 6069
 7640
Assessed SP 2010Total - 63%
4 class sections were assessed:
 0357
 0371
 7640
 9645
Assessed Fall 2009
Total – 64%
5 class sections were assessed:
 0357
 0371
Use of Results
Criteria met. No further action
required at this time.
Our scoring rubric is flawed. As
currently constructed it is impossible
to score 70%. One can only score
100,80,60,40,20 or 0. We need to
rework the rubric and assess again.
Criteria met. No further action
required at this time.
*It is believed the low scores were due
to a formatting error that confused the
students. The same students did better
with this material on other tests.
Recheck data - Classes assessed at
the Final Exam scored higher than
those assessed earlier in the semester.
Students need more repetition and
practice with this material
Music 101 - 10
embedded rhythm exercises
given on a quiz or exam.
2
6. Construct and identify triads
and dominant seventh chords in
root position and inversion.
Means: Embedded quiz or exam
questions.
Criteria: 75% of students should
score at 70% or above on
embedded rhythm exercises
given on a quiz or exam.
2
7. Compose simple chord
progressions using smooth
voice leading.
Means: Embedded chord
progression exercise given on a
quiz or exam.
Criteria: 75% of students should
score at 70% or above on
embedded chord progression
exercises given on a quiz or
exam.
2
8. Calculate transposition of
melodies and chord
progressions.
Means: Workbook lesson with
scoring rubric.
Criteria: 70% of students should
score satisfactory or above on
transposition rubric.
 6033
 6069
 7640
Fall 2010
Total 76%
4 class sections were assessed.
 0371
 0377
 3293
 7640
 HTPA
Assessed Fall 2009
Total – 70%
5 class sections were assessed:
 0357
 0371
 6033
 6069
 7640
Spring 2009
2 class sections assessed.
Total - 69% scored Satisfactory or
above
 0357
 0371
Criteria met.
Assess data for this SLO later in the
semester. Classes where the students
had more time with the material faired
better.
Not enough time spent on transposing
melodies. Students do well
transposing chord progressions in both
root position and smooth voice
leading.
Music 101 - 11