Assessing Music Learning with Technology

2019 ◽  
pp. 876-900
Author(s):  
William I. Bauer
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Music Technology ◽  
Assessment Instruments ◽  
Music Learning ◽  
Assessment Tasks ◽  
Quality Technology ◽  
Learning With Technology ◽  
Technology Resources

The purpose of this chapter is to describe and discuss ways in which technology may be used to assess student learning outcomes focused on knowledge, skills, processes, and products related to creating, performing, and responding to music. Topics include (1) assessment principles essential to high-quality technology-assisted musical assessment, (2) the design of assessment tasks and procedures facilitated by technology, (3) applications of technology to assessment instruments and assessment management, and (4) technology for assessing learning outcomes related to creating, performing, and responding to music. Technology has the potential to transform assessment in music education, and through that to make a major impact on student learning. Up-to-date links to various technology resources related to this chapter can be accessed at http://www.oup-assessment.billbauer.me.

scholarly journals Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

2017 ◽  
Vol 14 (1) ◽  
pp. 25-44
Author(s):  
Tamer El-Maaddawy ◽  
◽  
Christopher Deneen ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Direct Evidence ◽  
Civil Engineering ◽  
Indirect Evidence ◽  
Assessment Instruments ◽  
Learning Framework ◽  
Assessment Tasks ◽  
Master Level ◽  
Teaching Learning

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The assessment instruments for this course were designed together to form a deliberate, balanced, and practical approach to evaluating student attainment of learning outcomes within the outcomes-based learning initiative. Direct evidence of student learning was derived through analysis of student results in assessment tasks constructively aligned with intended outcomes of learning. Student feedback provided indirect evidence of student attainment of learning outcomes and confirmed the effectiveness of the learning approach implemented in the course under investigation. Results of the direct assessment instruments were, generally, consistent with the student self-perception confirming achievement of learning outcomes. Students tended, however, to overestimate the level of attainment of learning outcomes. Results of the present study are anticipated to assist educators and researchers to efficiently and effectively implement and evaluate outcomes-based learning in higher education thus improving educational quality and student learning

John Philip Sousa’s Historic Resistance to Technology in Music Learning

2021 ◽  
pp. 153660062110339
Author(s):  
Matthew D. Thibeault
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Digital Music ◽  
Washington Dc ◽  
Music Learning ◽  
Sound Recordings ◽  
Us Congress ◽  
The Us

In this article, I explore John Philip Sousa’s historic resistance to music technology and his belief that sound recordings would negatively impact music education and musical amateurism. I review Sousa’s primary arguments from two 1906 essays and his testimony to the US Congress from the same year, based on the fundamental premise that machines themselves sing or perform, severing the connection between live listener and performer and thus rendering recordings a poor substitute for real music. Sousa coined the phrase “canned music,” and I track engagement with this phrase among the hundreds of newspapers and magazines focused on Sousa’s resistance. To better understand the construction of Sousa’s beliefs, I then review how his rich musical upbringing around the US Marine Band and the theaters of Washington DC lead to his conception of music as a dramatic ritual. And I examine the curious coda of Sousa’s life, during which he recanted his beliefs and conducted his band for radio, finding that in fact these experiences reinforced Sousa’s worries. The discussion considers how Sousa’s ideas can help us better to examine the contemporary shift to digital music by combining Sousa’s ideas with those of Sherry Turkle.

scholarly journals Project Work Based Modules Development on Construction and Building Utilities Subjects to Increase Student Learning Outcomes of Vocational High School

2021 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Enggar Fiolentin ◽  
Kusnan Kusnan ◽  
Suparji Suparji ◽  
Tri Rijanto
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Project Work ◽  
Assessment Instruments ◽  
Vocational High School ◽  
Building Information

This study aims to develop a Work-Based Modules project in Construction and Building Utilities subjects to increase student learning outcomes of State Vocational High School 1 Sidoarjo. And to analyze the feasibility of the module in terms of (1) validity; (2) practicality; (3) has a project work-based Modules; (4) student learning outcomes after being taught by project-based Modules. This development research was carried out based on the six stages of the development method. The instruments used in this study were: (1) Questionnaire. Syllabus, lesson plans, Student Worksheets (SW) & Assessment instruments to measure the validity of values; (2) Learning management observation sheet, observation sheet to measure practicality; (3) learning outcomes test to measure the effectiveness of learning devices. The research was conducted on class XI students with competency skills in Modeling Design and Building Information. The results showed that the project-based Modules that works on the subjects of Construction and Building Utilities developed is valid in terms of validity, Practical interms of practicality, and proven effective in terms of effectiveness. Mean while, the learning outcomes indicated that (1) the Cognitive learning outcomes of students whose learning using project-based Modules and SW were significantly higher than students using only SW; (2) the learning outcomes in the Affective domain for students whose learning uses project-based modules, is significantly higher than students who learn only using SW; and (3) the learning outcomes inthe Psychomotor domain of students whose learning uses project-based Modules are significantly higher than those of students who only using SW.

A Sociological Perspective on Technology and Music Education

2017 ◽  
pp. 344-350
Author(s):  
Ruth Wright
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Sociological Perspective ◽  
Music Learning ◽  
Sociology Of Music ◽  
Informal Music Learning ◽  
Basil Bernstein

This chapter considers the questions Where is technology within music education? and Who is affected and how? from a perspective drawn from sociology and in particular the sociology of music education. The chapter discusses the emergence of a totally technologized society, akin to the “totally pedagogized society” identified by Basil Bernstein, and consider its implications for music technology and music education. The chapter suggests that many students exist in an educational technotopia that offers great potential within models such as informal music learning for more equitable models of music education.

Tools and Rubrics for Assessment of Learning Outcomes

2021 ◽  
pp. 211-254
Author(s):  
Naveen Goel ◽  
Kusumanjali Deshmukh ◽  
Bhagwati Charan Patel ◽  
Saji Chacko
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Habits Of Mind ◽  
Academic Planning ◽  
Reflective Journals ◽  
Assessment Of Learning ◽  
Assessment Tasks ◽  
Planning Processes ◽  
Assessment Of Student Learning

Student learning outcomes articulate what a student should know or can do after completing a course or program. The assessment of student learning outcomes provides information that puts student learning at the forefront of academic planning processes. Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution. Assessment tasks are the activities learners will undertake to confirm whether or not ‘the outcome has in fact been achieved' during and at the end of the learning process. There are many different kinds of assessment activities you can use, the most commonly used including tests, quizzes, examinations, essays, paper, presentation, reflective journals, project, portfolio, etc. One most important determinant of the assessment tasks is the assessment has to be consistent with the learning outcomes.

scholarly journals Pembelajaran Kontrapung dengan Menggunakan Software Sibelius di Program Studi Pendidikan Musik Fakultas Seni Pertunjukan ISI Yogyakarta

PROMUSIKA ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 22-30
Author(s):  
Oriana Tio Parahita Nainggolan
Keyword(s):  
Action Research ◽  
Music Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performing Arts ◽  
Student Learning Outcomes ◽  
Study Program ◽  
Italian Language ◽  
The Arts ◽  
Education Study

The terminology of counterpoint comes from the Italian language “punctus contra punctum”. Counterpoint consists of two or more melodic lines. The basic counterpoint consisting of two melodic lines (it is usually called inventions two voices). In the study of counterpoint in Music Education Study Program at Performing Arts Faculty, Indonesia Institute of the Arts Yogyakarta, the researcher found that students facing the difficulty in making inventions two voices. Regarding solve the problem, the researcher using Sibelius software as a learning media. This research is a classroom action research with the aims to increase the learning result of students in learning counterpoint by using Sibelius software. The result shows that Sibelius software can simplify and accelerate in making two-part inventions. The data obtained from students’ result in making two-part inventions and questionnaires that distribute to students at the end of the semester. In the preliminary stage, the data showed that only 6 (16, 70%) out of 36 students got excellent marks. This percentage increases until the second cycle, there are 21 (58, 33%) out of 36 students got excellent marks. This result showed the increasing of student learning outcomes in study Kontrapung II by using Sibelius software on making two-part inventions.

scholarly journals PEMBELAJARAN INSTRUMEN MUSIK TRADISIONAL RABAB KELAS X DI SMK NEGERI 7 PADANG

2019 ◽  
Vol 8 (4) ◽  
pp. 37
Author(s):  
Vivin Okprioni ◽  
Harisnal Hadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Visual Media ◽  
Literature Study ◽  
Music Learning ◽  
Learning Outcomes Assessment ◽  
Qualitative Descriptive ◽  
Descriptive Method

Abstract This article aims to know the process of learning music rabab against learning styles students use audio visual media in SMK Padang 7. This type of research is qualitative descriptive method. Object of research i.e. grade X Karawitan SMKN 7 Padang. The data obtained is collected through literature study, observation, interviews, and documentation. Results of the study is that the results of student learning is already quite good than ever before. Based on the results of the observation of learning styles, media relevant to learning is applied in the audiovisual media. Lying spirit and students in learning the music improved rabab. Students are more motivated to follow the music learning process of learning from the rabab proved that followed with active students analyze, follow, move, touches and bold things in regard to learning music rabab. It also can be proved by the increase in student learning outcomes assessment. Keywords: learning, learning styles, and audio visual media

scholarly journals Secondary school music education: A case study in adapting to ICT resource limitations

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Renée Crawford
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
Real Life ◽  
Music Technology ◽  
Music Teacher ◽  
Resource Limitations ◽  
The Status ◽  
Technology Resources

<span>This article explores the current availability and use of information communication and technology (ICT) for music education purposes, and music technology resources and facilities, in Victorian government secondary schools. Survey data is presented providing a snapshot of the status of computer and technology resources in government secondary schools in several Metropolitan Regions. Discussion is focused on a case study into one particular secondary school and the perceptions of one music teacher and her students regarding class music and ICT. While preferential treatment for resources, particularly access to ICT, was accorded to some disciplines, arts subjects such as music were frequently excluded. Results indicated that reforming music education to reflect contemporary music practice will not only engage student interest, but also assist in raising the status of music in the school curriculum by demonstrating its relevancy. An effective use of ICT and music technology can assist in emulating real life or authentic learning contexts to achieve this pedagogical change. However, a major challenge illustrated in this case study was the paucity of resources, a concern shared by many music educators. Nevertheless, the music teacher in this case study used the minimal resources at her disposal effectively, providing an exemplar of adapting to ICT resource limitations.</span>

Music Learning and New Media in Virtual and Online Environments

2012 ◽  
pp. 566-584 ◽  
Author(s):  
S. Alex Ruthmann ◽  
David G. Hebert
Keyword(s):  
New Media ◽  
Music Education ◽  
Hybrid Approach ◽  
Music Technology ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Learning ◽  
Face To Face ◽  
Musical Education ◽  
Online Music

This article begins with a discussion of the rationales for diversification of musical education environments. It then covers applications of music technology which enable new forms of musical empowerment; online music education environments; a blended/hybrid approach that features some online learning to enhance what is taught in face-to-face settings; online music teacher education; and participatory media and social media musicianship.

Sign in / Sign up

Export Citation Format

Share Document