Ball State University / College of Fine Arts / School of Music / Spring 2004
Instructors / Information (classes meet Tuesday, 6:00-8:40 P.M.)
Dr. Frederick Burrack
MU312; Office hours : as posted or by appointment
email: fwburrack@bsu.edu
Phone: 285-5405 or 285-5400 (School of Music)
Course Description:
Assessment techniques for
music aptitude, achievement, and preference. Emphasizes authentic assessment techniques,
developing teacher-made tests, and available standardized music tests.
Course Objectives
á
Identify various forms
of assessment
á
Explore application of
assessment techniques into a music classroom
á
Develop assessment
components
á
Write an article for publication
focused on assessment learnings
Required Materials
á Wiggins, G. (1998). Educative assessment: Designing
assesssments to inform and improve student performance. San Francisco:
Jossey-Bass. (ISBN:0-7879-0848-7)
á Farrell, S. (1997). Tools for powerful student
evaluation. Ft. Lauderdale, FL: Meredith Music. (ISBN: 0-968982-0-7)
Recommended
Reference
á
Colwell, R.
(Ed.)(1992). Handbook of research in music teaching and learning. New York:
Schirmer. (MT1.H138 1992).
Note: If you need course
adaptations or accommodations because of a disability, if you have emergency
medical information to share with me, or if you need special arrangements in
case the building must be evacuated, please make an appointment with me as soon
as possible. My office location and hours are listed on the first page of this
syllabus.
Expectations:
Attendance: Attendance is a required component of this course. Two
points will be deducted from your final grade-point total for each class
absence. Check your schedule for the entire semester and notify me of any
possible conflicts, including rehearsals and performances, as it is your
responsibility to foresee conflicts and avoid missing class.
Class Participation: You will be evaluated on the quality, quantity, and appropriateness of oral contributions to this course. Be ready to discuss reading assignments during class. You should make notes on the reading, citing appropriate page numbers.
Assignments: Research Paper 40 points
Project 40 points
Quizzes 20 points
Exam Questions 10 points
Examinations (2)
Mid-Term 30 points
Final 30 points
Attendance/Participation 30 points
Includes class presentations, participation, and
online activities
Total
Possible
200 points
A = 186-200 points (94-100%)
A- = 180-185 points (90-93%)
B+ = 174-179 points (87-89%)
B = 168-173 points (84-86%)
B- = 160-167 points (80-83%)
C+ = 154-159 points (77-79%)
C = 148-153 points (74-76%)
C- = 140-147 points (70-73%)
D+ = 134-139 points (67-69%)
D = 128-133 points (64-66%)
D- = 120-127 points (60-63%)
F = 0 - 119 points ( 0-59%)
Assignments must be completed in a timely manner. Late Assignment Policy: Any assignment turned in will have a 10% deduction for each day late. Please note: Medical and family emergencies, and personal disability issues that result in absences and/or late assignments will not effect your final grade if you have discussed this with me.
Academic Honesty: Academic dishonesty policies govern the formal procedures
for handling cheating, plagiarism, destroying someone elseÕs work, or abetting
any of these acts (see ÒCode of Student Rights and Responsibilities: Student
Academic Ethics PolicyÓ. Plagiarism or violations of copyright policies are a
form of academic dishonesty and are treated as an ethics violation. You are
expected to research and learn from existing material but also to give credit
to itÕs source.
Assignment
Descriptions:
Research Paper:
Prepare an article for submission to the Music Educators Journal, Update, or another research journal. Your familiarity with these publications will greatly assist you in developing your research writing style towards these differing audiences.
We will discuss numerous possible topics during class. Choose a central issue from this course and write at least a five-page (double spaced) paper in which you (a) state the issue, (b) summarize the main points relating to this issue, (c) discuss its implications for music and/or music education, and (d) suggest means of addressing the issue pointing out how you apply the issues involved to a classroom. Actual requirements will follow the published criteria for article submission in MEJ, Update, or the selected journal. A reference page must be included. You must hand in both a hard copy (print out) and a soft copy (blackboard drop box). Upon final approval by me, you will submit this paper to the appropriate journal for publication.
Project:
This project is a study of specific interest, including the creation of an assessment or testing instrument to educate and improve student performance in music. You will create a report that includes the following:
a) A description of the topic, with a brief history and definition
b) Identify and survey the underlying premise
c) Explain how this premise transfers to music learning situations
d) Classify and discuss music-related research
e) Strengths of solutions and relevance to music
f) Related problems that remain unresolved
g) What else is relevant that you consider important?
h) How does any/all of the above relate to your readings and class discussion in this course?
i) What implications are there for music learning and teaching?
This project will be presented in class. Prepare an oral, multi-media presentation for the class. Include brief handouts for your classmates.
Quizzes:
Short quizzes will be given in class covering the information in the chapters.
Exam Question Development:
You will develop 3 exam questions of various formats covering the topics of each chapter and the class topics.
Schedule of classes and topics
Date of the class Topic Due Date Assignment
W=Wiggins
F
=Farrell
|
January 13 |
Course overview Discussion of Assignments A Vision of Assessment Researching with Technology |
|
W: Chapter 1 |
|
January 20 |
Ensuring Authentic Performance |
3 Exam Questions |
W: Chapter 2 F: Chapters1,2 |
|
January 27 |
Providing Ongoing Feedback |
3 Exam Questions |
W: Chapter 3 |
|
February 3 |
Promoting Student Understanding |
3 Exam Questions |
W: Chapter 4 F: Chapter 3 |
|
February 10 |
Standards and Criteria |
3 Exam Questions |
W: Chapter 5 |
|
February 17 |
Individual Performance Tasks Midterm Review |
3 Exam Questions |
W: Chapter 6 F: Chapter 4 |
|
February 24 |
Project Discussions Midterm Exam |
|
|
|
March 2 |
Midterm Discussion Scoring Rubrics |
Research Paper
DRAFT Due |
W: Chapter 7 F: Chapter 5 |
|
March 9 |
Portfolio as Evidence |
3 Exam Questions |
W: Chapter 8 F: Chapter 6 |
|
March 16 |
No Class (Spring Break) |
|
|
|
March 23 |
Examples of Authentic Assessment |
3 Exam Questions |
F: Chapter 7 |
|
March 30 |
Curriculum and Instruction |
Research Paper
Due 3 Exam Questions |
W: Chapter 9 |
|
April 6 |
Grading and Reporting |
3 Exam Questions |
W: Chapter 10 |
|
April 13 |
Teaching and Accountability |
Project
Presentations 3 Exam Questions |
W: Chapter 11 |
|
April 20 |
Feasibility: Real and Imagined |
Project
Presentations 3 Exam Questions |
W: Chapter 12 |
|
April 27 |
Next Steps Final Exam Review |
3 Exam Questions |
W: Chapter 13 |
|
May 3 |
Final Exam 6:30 |
|
|