Assessment is viewed as an integral part of the teaching- learning process. The Department of Music utilizes a variety of assessment tools in collecting data regarding student outcomes. Data are examined in an effort to provide feedback to the faculty to improve the teaching and learning process.
A variety of measurement tools are used for gathering data in the assessment program. The first category is performance measurements and they include: 1) applied examinations (juries); 2) sophomore examination; 3) piano proficiency examination, 4) student recitals; 5) senior recitals, and 6) employee/supervisor survey.
The second category is non-performance measurements and they include: 1) senior satisfaction survey; 2) Major Field Achievement Test (MFAT); 3) PRAXIS ; and 4) alumni survey. Assessment activities at the graduate level include: 1) written entrance examinations; 2) applied entrance examination; 3) research papers, thesis, or supporting document; 4) applied lesson juries or recital; 5) comprehensive examinations; and 6) feedback through informal contacts with alumni.
The Department of Music embraces the following assumptions about assessment:
- Student learning is a primary purpose of an educational institution.
- Education goes beyond knowing to being able to do what one knows.
- Learning should be an active process.
- Assessment is integral to learning.
- Performance assessment, with explicit criteria, feedback and self assessment, is an essential strategy for teaching and counseling students.