In recent years, assessment has taken center stage on college and university campuses thanks to student success initiatives and institutional accreditation efforts. When executed effectively, assessment is a powerful tool that can shape instruction and student learning. In short, assessment must be the basis of understanding the effectiveness of our teaching, curricula, and music programs. Strong assessment plans should align with the goals and learning objectives of single courses as well as entire programs of study, and provide data on student progress that can be used to further develop curricular content and delivery methods.
While designing, implementing, and analyzing assessment tools is rarely a part of a musicologist’s training, the focus on assessment presents us with an opportunity to refine and utilize new research strategies. Assessment techniques can expand the horizons of our discipline as we make use of quantitative and qualitative methods to gain new insight into how students learn.
The Pedagogy Study Group program committee welcomes papers that explore questions and issues surrounding evaluation and assessment in the music history classroom for the Evening Session sponsored by the PSG during the 2019 American Musicological Society meeting in Boston, MA. We encourage presenters to think of assessment broadly from best practices for measuring student growth in individual courses to evaluating the effectiveness of music program curricula. Topics could include but are not limited to…
- Development of measurable course objectives and/or departmental student learning outcomes, as well as their accompanying assessments
- How course-specific objectives can be tailored to fit within the broad outcomes measured by department/institution-level assessment, NASM standards, etc.
- How assessment can help make data-based decisions when changing course content or music department curricula
- The use of quantitative and/or qualitative data to prove (or disprove) the effectiveness of new teaching tools or approaches
- Results of action research projects, which propose and evaluate a solution to a specific teaching problem within the scope of one class
- Best practices on designing assessment research projects
The program committee will accept proposals for complete panels or individual papers. Panel proposals may be for a traditional format with formal paper presentations followed by discussion and questions. The program committee, however, encourages proposals for alternative formats that foster audience participation such as a workshop or demonstrations, or a hybrid format that includes different approaches in one session.
All proposals should be sent to Pedagogy Study Group chair, Paula Bishop, at paulajbishop AT gmail DOT com with the subject line AMS PSG 2019. For individual papers, please submit an abstract of 250 words by March 15, 2019. Include the title of the presentation and contact information in the proposal. In the case of panel proposals, please include a 250-word description of the panel topic as well as 250-word abstracts for the individual papers. If the panel proposal is for a format other than a traditional paper presentation with time for questions/comments/discussion from the audience, please include information on the proposed format and details on the role of each participant in the panel as appropriate. Individual abstracts are not required if participants are not planning to give papers.
Please direct questions to Terry Dean, the chair of the program committee, at terry.dean AT indstate DOT edu.