Author(s)

John A. Fuller

North Carolina State University, Raleigh, USA.

The purpose of this study is to determine the type and level of assessment being done at selected music departments in higher education. A twelve-item questionnaire was developed and distributed to twenty-two universities. Sixteen universities were chosen because they are the peer institutions to the author’s campus. The others do not have music major but possess other strengths including several ensembles, many courses for students to choose from and in many cases, a minor in music. Cover letters and questionnaires were emailed to the Director of each Music Department. The cover letter explained the purpose of the questionnaire and asked that the director forward it to the individual in charge of assessment. Eleven universities responded. Results of this study indicate that assessment is going on in higher education in music. Although there were only eleven institutions involved in the study, every responding university indicated that they were doing some kind of assessment in music. The degree of assessment varied from campus to campus. Assessment training and support was limited. But, eleven music departments nationwide feel the need (and responsibility) to examine what and how they are teaching and then to come up with decisions on how to improve their teaching. Further, they feel that implementation of reviewed assessment techniques will improve students’ learning.

Music, Assessment, Higher Education, Student Learning, Questionnaire, Faculty

Fuller, J. (2014) Music Assessment in Higher Education. Open Journal of Social Sciences, 2, 476-484. doi: 10.4236/jss.2014.26056.