Student Achievement Assessment Committee

Outcomes/Goals:
The learning outcomes that are focused on in the Performance Department are directly related to the performing abilities of each individual student. Outcomes are specifically tailored to meet the needs of the individual student, but strongly emphasize communication, individuality, creativity, and critical thinking. Each student is encouraged to perform regularly in studio seminars, college recitals, master classes, and are required to perform in large ensembles and perform a final jury at the end of the semester. All of these experiences lead to the capstone experience, which is considered to be the students' senior/graduate recital.

Assessments made and assessment activities:
Student assessment is made in a number of ways within the department. The primary mode of assessment is through individual applied study. One of the benefits of our department is the ability to assess one-on-one with each of our students on a weekly basis. Assessment also takes place in rehearsals and public performances (both individual and group). The end of semester jury is a time when all students are assessed by the faculty within each area. This proves to be one of our most effective assessment activities because it serves as a picture of the work done over the course of each semester. We are in first year of utilizing our new jury guidelines. These guidelines we believe will help us in the area of accountability. Students not performing up to minimum standards are placed on probationary status. We have also implemented a repertoire report form that helps us to document our assessments better. Also new this year is a sophomore/junior barrier. Each student must pass a sophomore barrier (usually in the 4th semester) in order to be advanced to upper level study. A student not meeting this requirement is unable to register for upper level study and progress through the degree track.

Inferences from Assessment:
Our students are very active in performing throughout our community and the community of Northwest Ohio. The level of performance continues to be very high and this is evidenced by the performances at our annual concerto competition, new music festival, and the numerous recitals and ensemble performances that take place within our college. We are constantly seeking new, exciting, and challenging venues for our students to showcase their talents.

Actions taken based on assessment findings:
After this semester we will be through one full year of functioning under new guidelines for our end of the semester juries. Once the data is collected, we will decide whether any changes (additions) need to be made.

The chair of this committee participated during the spring semester in an e-portfolio pilot program along with a graduate student. We are looking at ways to incorporate this tool in the area of performance specifically with our graduate students. Our undergraduates are currently engaged in the e-portfolio process through the music education program. If this program was utilized from the initial contact with our students it could prove to be a valuable tool in assessing (and documenting) not only the performance skills of our students but their writing and teaching skills too. The epsilon program is being widely used across campus and the transition from an assessment portfolio to a professional portfolio at graduation seems very logical if maintained well. The types of materials that can be managed through this portfolio include audio and video clips and the main issue for us in performance is the capacity of the server to maintain such large files. Perhaps a pilot program within our department is the next step to finding out the possibilities of this tool.