ASSESSMENT PLAN
The portfolio may contain a wide variety of materials, including: a. The candidate's written statement of his/her
philosophy of music education (music education majors)
b. Observation logs, reports from field experiences, journals (music education majors);
reports of business visits (music business majors); reports of performances attended
(music performance majors).
c. Audition or videotapes in which the student demonstrates performance in selected
competency areas.
d. Examples of creative work, especially music compositions.
e. Programs or other documentation of musical performance. |
1999-2000 ASSESSMENT
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1998-99 ASSESSMENT
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1997-98
ASSESSMENT
Music Theatre portfolios showed that our students are well prepared to enter this field.
Since all other programs continue to present a wide range of quality of the portfolios
based on several other factors other than student achievement, the department is reviewing
the present portfolio assessment. The portfolio will remain in the assessment plan since
it is a requirement for accreditation. |
1996-97
ASSESSMENT
Portfolios continue to present a wide range of quality. This may be due to portfolio
preparation. Students have suggested a that a "Portfolio Master" would make it
easier for them to assemble their portfolios; the department is developing one as well as
a simple check list of materials to be included. Student reaction has questioned the value of the portfolio and its use for
seeking employment. In light of this, the department will review the use of this
assessment means. |
1995-96
ASSESSMENT
This continuous appraisal improves the quality of the portfolios as they develop. Senior
portfolios confirm that our students are well prepared. Guidelines for portfolio preparation has lead to better
consistency. |
1994-95
ASSESSMENT
The portfolios are reviewed each semester and feedback is given to the student. With this
feedback, the portfolios continue to improve. Although this ongoing assessment requires
much faculty effort, the results seem to confirm its worth. Lack of consistency in the items included in the portfolios was
noted. |
1993-94
ASSESSMENT
Portfolio projects for graduating seniors, being an ongoing project beginning in the
student's first year, are beginning to improve in quality and content after the
requirement was established three years ago. Still, students question what materials and
how much material to include. Program
changes will include published guidelines for student portfolios. |
