I. Introduction Assessment Plan for Ph.D. in Musicology & Ethnomusicology School of Music, College of Fine Arts

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1 I. Introduction Assessment Plan for Ph.D. in Musicology & Ethnomusicology School of Music, College of Fine Arts Unit Mission Statement: First, the Division of Musicology and Ethnomusicology seeks to foster learning and scholarship among its faculty and students. Second, the division fills a service role for students and faculty in the School of Music whose concentration is an area of study other than musicology or ethnomusicology, for the university at large, and for the Commonwealth. Basic Assessment Approach: Assess all outcomes within a three-year cycle, using direct and indirect methods. Please see the attached Curriculum Map and Artifact Map. Definition of Key Terms: Assessment: A strategy for understanding, confirming, and improving student learning through a continuous, systematic process. Curriculum Map: A visual depiction of how learning outcomes and/or professional standards are translated into individual courses taught within a program Learning Outcomes: Statements of learning expectations. Indirect Evidence: Data from which you can make inferences about learning but do not demonstrate actual learning, such as perception or comparison data. Includes, but is not limited to: surveys, focus groups, exit interviews, grades, and institutional performance indicators. Direct Evidence: Students show achievement of learning goals through performance of knowledge and skills. Includes, but is not limited to: capstone experiences, score gains between entry and exit, portfolios, and substantial course assignments that require performance of learning. NASM: National Association of Schools of Music. The accrediting agency for the School of Music 2. Assessment Oversight, Resources

2 The Coordinator of the Division of Musicology and Ethnomusicology will act as assessment coordinator who will forward the results to the College of Fine Arts Assessment Coordinator. It is the responsibility of the Coordinator to monitor the activities of assessment that occur in the program. The Coordinator will lead the assessment conversation held each fall and will write the assessment report due to the university on October 31st. Subsequently, the Coordinator will engage the Division in conversation leading to updating the Assessment plan and/or Student Learning Outcomes as appropriate. 3. Program-Level Learning Outcomes Outcome #: 1 Students will acquire and develop foundational and comprehensive knowledge of the disciplines of musicology and ethnomusicology. This is in conformance with NASM standards for accreditation. The doctoral degree program in musicology or ethnomusicology emphasizes the scholarly study of music and its relationship with other fields.competencies include an understanding of the theories and methodologies of musicology and/or ethnomusicology; bibliography, research, and analytic techniques; reading ability in appropriate foreign languages; and writing skills. Outcome #2: Students will acquire and develop appropriate research tools to conduct secondary library source searches, and primary archival, electronic, and field work investigation leading to completion of the doctoral dissertation. This complies with NASM accreditation. The doctoral degree program in musicology or ethnomusicology emphasizes the scholarly study of music and its relationship with other fields.competencies include an understanding of the theories and methodologies of musicology and/or ethnomusicology; bibliography, research, and analytic techniques; reading ability in appropriate foreign languages; and writing skills. Outcome #3: Students will acquire and increase facility in making critical assessments, organizing and synthesizing knowledge, and communicating clearly through written and oral modalities. This is in conformance with NASM standards for accreditation. 2

3 The doctoral degree program in musicology or ethnomusicology emphasizes the scholarly study of music and its relationship with other fields.competencies include an understanding of the theories and methodologies of musicology and/or ethnomusicology; bibliography, research, and analytic techniques; reading ability in appropriate foreign languages; and writing skills. The ability to speak and write cogently is critical for all professional musicians. 4. Curriculum Map I=introduce, R=reinforce, E= emphasize COURSE CORE DISCIPLINARY COURSES SLO1 SLO2 SLO3 MUS I, E - MUS701 I E, R MUS 702 E E E MUS 703 I E E MUS 710 I E,R E MUS 711 I E,R E,R OTHER STUDIES IN MUSIC MUS R MUS R MUS R MUS R MUS R MUS R MUS R MUS R 3

4 4 MUS R ELECTIVES MUS 622 I R E MUS 623 I R E MUS 624 I R E MUS 627 I R E MUS 690 I E E MUS 719 I I, E E 5. Assessment Methods and Measures Direct Methods: Placement/Entrance Examinations in Music History and Music Theory taken in application for admission to the program. Examinations in many courses except seminars, special topic and independent study courses. Comprehensive examinations at the 2 nd and 3 rd year review levels Written Term Papers in Musicology/Ethnomusicology core courses (see curricular table above) Submission and Successful pass of a Third Term Paper that is subject to a rigorous committee revision process Oral defense of the Thesis Prospectus Oral Defense of Dissertation (mandated by Graduate School) Indirect Methods: Grades: Only the grade of a B or higher is acceptable

5 5 GPA: An acceptable GPA (defined as 3.5 or higher) must be maintained in order to retain funding support. Progress in the is reviewed annually at the end of the spring semester. program Matriculation Rates: Comparison of those students taking the Entrance/Placement Examinations and who are admitted to the program. 6. Data Collection and Review Assessment is made at four levels: Entrance/Placement Examinations, General Qualifying Examinations, Special Area Examinations, and at Exit the oral defense and submission of the approved doctoral dissertation. The Entrance and Placement Examination is structured according to the three Student Learning Objectives: 1) Addressing SLO #1 Section one tests acquisition of foundational and comprehensive knowledge of the disciplines of musicology and ethnomusicology through the ability to listen to musical examples and analyze them according to composers, era, composition, and stylistic analysis. Sections two and three test foundational and comprehensive knowledge of the disciplines of musicology and ethnomusicology by asking questions concerning composers, terms, eras, and compositions. Addressing SLO #2 Part Two of the exam (doctoral supplement) asks questions about specific reference sources, scholars, and monuments of music. Addressing SLO #3, PART III of the exam presents a choice of two essay topics designed to assess the entering student s ability to write clearly and think critically. The next stage of assessment consists of second year student doctoral general comprehensive examinations. The Division of Musicology and Ethnomusicology assessed that students were not making progress towards research in their special area early enough in their career, so the Division inaugurated a blended program that separated general qualifying exams in the second year from special area exams typically undertaken in the third year. This should facilitate students completing thesis prospectuses a year earlier than was the case previously. Assessment is made at the intermediate stage through doctoral-level examinations in musicology and general

6 theory. Student Learning Outcomes are evaluated according to: Two essay questions and a series of short-term identifications are directed towards evaluating acquisition of foundational and comprehensive knowledge of the disciplines of musicology and ethnomusicology addressing all three SLOs. Each segment of the exam, Broad Topic, Focused Essay, Research Tools, and Terms is graded one a 1-5 scale according to the following rubrics: accuracy of response, completeness of response, understanding of the issues, appropriate references to musical examples, appropriate citation of scholarship, and clarity of argument and writing. (See Appendix Item #1) The third stage of Student Learning Outcome assessment is evaluated by means of a Third Year Student Special Area Examination that focuses attention on the more narrow area of research that will inform students thesis research and writing. The Special Area Examination asks essay questions that evaluate: 1) acquisition of specific knowledge of the disciplines of musicology and ethnomusicology to place the thesis topic in appropriate historical and social context. This addresses all three SLO areas. The final level of assessment consists of the defense of the thesis and submission of the final document. doctoral All three Student Learning Outcomes culminate in the successful oral defense of the thesis and the acceptance of the written form of the thesis. Overall assessment of the program is predicated on comparison of examination scores at each level and graduation rate of students entering the program. 7. Assessment Cycle and Data Analysis Assessment of student learning takes place throughout the program and occurs in all courses and requirements. Program faculty will be asked to maintain records of course-level assessment. Program-level assessment data will only be gathered at summative points in the curriculum (placement/entrance examination, general comprehensive examinations, second-year paper, special area comprehensive examination, thesis prospectus defense, dissertation defense). The program will follow a variable multi-year assessment cycle with all three outcomes assessed at various points of the cycle. 6

7 7 Generally, the Placement Exam is assessed upon admission, the General Comprehensive Exam in the second year, the Third- Term Paper, Special Area Comprehensive Exam, and Prospectus Defense are assessed in the third year, the Defense of the Ph.D. dissertation is assessed when research and thesis are completed (usually at the end of 5-6 years). Assessment Cycle by SLO and Year for incoming cohort ( ) Entrance and Placement Exam assesses SLO 1, 2, General Comprehensive Exam assesses SLO 1,2, Comprehensive Special exam, Third-Year Paper, and Prospectus Defense assesses SLO 1, 2, Defense of Thesis assess SLO 1,2,3. Note: the year of the final assessment of student progress is variable, based on completion of research and writing leading to the completion of the thesis. All students must be evaluated for course purposes. Therefore, all student data will be gathered for the purpose of program assessment. No samples of data will be taken for normal, regularly scheduled assessment. Results will be analyzed and interpreted at a Divisional meeting held in September of each year. Assessment reports will be completed no later than October 1 st of every year and turned in to the College of Fine Arts assessment coordinator for review. Final reports will be disseminated to the university s assessment office no later than October 31 st of every year. See appendix for a projected assessment cycle by year. 8. Teaching Effectiveness All instructors will use the University Teacher Course Evaluation (TCE) process to be evaluated by their students each semester. Each instructor will complete a self-reflective statement as part of the Teaching Portfolio submitted bi-annually in the case of senior faculty, and annually in the case of junior faculty. The reflective statement should include areas of improvement. The Director of the School of Music and Coordinator of the Division of Musicology and ethnomusicology will review the TCE results and the Teaching Portfolio reflective statements, and provide constructive comments to the instructor.

8 8 9. What are the plans to evaluate students post-graduate success? The Division of Musicology maintains a current website devoted to Recent Accomplishments by Musicology Students, Ph.D. Dissertations in Progress, Ph.D. Alumni and their Dissertations, and Books by Musicology Faculty, Students, and Alumni. The Division will retain currency of this web site. In addition it will look at data provided by the Alumni Survey and will collaborate with the School of Music and the Office of Institutional Research to look at other possible methods. The Division will consider creating and implementing an Exit Survey to be disseminated to students upon graduation with a possible follow-up survey sent five years following graduation. 10 Appendices: Appendix Item #1 Common Exam Evaluation Form and Rubrics University of Kentucky School of Music Division of Musicology and Ethnomusicology COMMON EXAM EVALUATION Each Examination is awarded a grade of either Pass or Fail. PASS FAIL Each Examination is divided into four large areas that are weighted as follows: Broad Topic (30), Focused Essay (30), Research Tools (20), and Terms (20). Broad Topic: Accuracy of response Completeness of response Understanding of the issues Appropriate references to musical examples

9 9 Appropriate citation of scholarship Clarity of argument and writing Focused Essay: Accuracy of response Completeness of response Understanding of the issues Appropriate references to musical examples Appropriate citation of scholarship Clarity of argument and writing Research Tools: Accuracy of response Completeness of response Understanding of the issues Appropriate references to musical examples Appropriate citation of scholarship Clarity of argument and writing Terms: Accuracy of response Completeness of response Understanding of the issues Appropriate references to musical examples Appropriate citation of scholarship Clarity of argument and writing Each of the four large areas is assessed according to six criteria: Accuracy of response, Completeness of response, Understanding of the issues, Appropriate citation of musical examples, Appropriate citation of scholarship, and Clarity of argument and writing. Each criterion is graded with a numerical scale corresponding to the level of accomplishment demonstrated in that answer. 1 indicates little accomplishment 2 indicates poor accomplishment 3 indicates fair accomplishment

10 10 4 indicates good accomplishment 5 indicates excellent accomplishment Note: There are no grade sheets or rubrics for Special Area Examinations, Prospectus Defense, Third-Year Paper, and Dissertation Defense. Decisions at this level are made by discussion and vote by the Graduate Advisory Committee following guidelines provided by the Graduate School.

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