Archived Assessment Report
| Program | MUSC Creative Fine Arts Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | What is music sampling? Can music sampling be considered a form of artistic expression and creativity or does it infringe on the rights of the original creators? What are the benefits and drawbacks of using AI in music creation? Can AI ever replace human creativity? |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | We’ve been listening to a lot of recorded music in this class. What are the benefits of hearing a live performance? Relaxed vs. Formal: How would you describe the environment of the concert you attended for this assignment? Was it more laid-back, allowing for the audience to sing or clap along with the music, or was it more formal, where the expectation was that the concertgoers would sit quietly and listen without disturbance? What are the advantages and disadvantages of having a relaxed concert environment versus a more formal one? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | This component resonates with music across all courses. We plan to have a discussion or assignment that addresses important issues such as sampling, music sharing, and artificial intelligence. | MUSC 1110, MUSC 1210, MUSC 1130, MUSC 1140 | To attain data on student understanding and acceptance of music sampling and AI. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | With this component, we would like to look at the act of attending a concert. Here we can address the pros and cons of a relaxed vs formal environment for concerts as well as the differences between a live vs recorded performance of music. | MUSC 1110, MUSC 1210, MUSC 1130, MUSC 1140 | To attain data on student experience at a live concert versus a recoding. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | Student completion percentage = 36% Average score = 82% | Students did well, but the completion rate was low. | Questions for this assessment revolved around music sampling and the use of AI in music. The low completion percentage came as a surprise because it was offered as extra credit and students always ask for extra credit. However, the scores for their submissions were very high. We feel that the questions were very appropriate because the students defined terms well and they experience sampling and AI constantly in their lives. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Student completion percentage: 56% Average score: 60% | Students had a higher completion rate than 3c, but lower scores. | For this assessment, the questions appeared on a concert report. This final project is really the culmination of the appreciation courses and really should be completed by everyone remaining in the class. The completion percentage is higher than 3c but the average scores are lower. We feel that these questions are very appropriate because they speak directly to the experience students have in listening to recorded live music vs. live music and also about the concert environment/experience. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| Describe the change that was implemented. | One approach is that the links to the assignment are deployed within the learning modules. It is suspected that many students simply did not take the time to access "Assignments." |
| Type of Change |
|
| Change in Assessment Approach or Tools? | As mentioned, the approach for availability of the assessment will be changed, but the assessment and tools will not. The department feels confident that the assessment questions are very appropriate. |
| What data motivated the change? | The low student completion percentage of 36% is what motivates the change. |
| Hypothesis about the effect the change will have? | It is hypothesized that students will see the links in their weekly work and automatically want to complete their checklists. |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | |
|---|---|
| Describe the change that was implemented. | Since the department feels that these are the appropriate questions placed in the appropriate assignment, it's hard to say how to boost the numbers. Announcements indicating the importance of answering the questions well is an approach. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | The completion rate is dependent on who completes the concert report. This is the most important assignment for most of the classes. This has always been an issue for appreciation courses. Indicating the importance of high quality answers is to help boost the average score of 60%. |
| Hypothesis about the effect the change will have? | Hopefully, students will take the questions more seriously and provide better answers. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3c. Personal and Social Responsibility: Ethical Reasoning | Same as before with changes to deployment. | Same courses: MUSC 1110, MUSC 1210, MUSC 1130, MUSC 1140 |
| 3e. Personal and Social Responsibility: Civic discourse, civic knowledge and engagement – local and global | Same as first round. | Same as first round: MUSC 1110, MUSC 1210, MUSC 1130, MUSC 1140 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.