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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:

  1. Student learning is a primary purpose of an educational institution.
  2. Education goes beyond knowing to being able to do what one knows.
  3. Learning should be an active process.
  4. Assessment is integral to learning.
  5. Performance assessment, with explicit criteria, feedback and self assessment, is an essential strategy for teaching and counseling students.



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