Ann Gipson is Associate Professor of Piano and Director of Piano Pedagogy Studies at Baylor University in Waco, TX. She holds the Bachelor of Music degree from Eastern Illinois University and the MM in Piano Performance and Pedagogy and Ph.D. in Music Education/Piano Pedagogy from the University of Oklahoma where she studied with Jane Magrath and E. L. Lancaster. She has held faculty positions at Oklahoma Baptist University, Delta State University, and the University of Kentucky and currently serves as the 2005 MTNA National Conference Program Chair.
Ann Gipson
School of Music
Baylor University
Waco, TX 76798
254.710.1417
ann_gipson@baylor.edu
The following is a summary of group discussions on the topic "Open Your Gradebook"
which followed a panel presentation by Mary Tollefson, Cynthia Benson, and Susie Garcia on Assessment in Group Piano. Discussion participants were asked to respond to three questions:
1. How do you calculate grades?
2. What weight is given to keyboard patterns vs. prepared repertoire vs. functional skills like sight-reading, harmonization, transposition and improvisation?
3. What computer programs, if any, do you use to help you keep track of grades?
How do you calculate grades?
Responses to how grades are calculated were quite brief, but this topic generated discussion of several related topics. In one discussion group, nearly 90% of the participants consider a point system in grading efficient and effective. Another participant commented on the use of daily assignments to evaluate student progress and issue grades. For a few participants the final exam is worth one-third of the final grade. Some participants give more weight to a studentŐs progress, while others weigh the final musical product alone. At one school, grades are evaluated depending on the degree program. Separate sections, syllabi, and grade books are used for music education, performance, composition, etc. One discussion group wanted to ask the panelists "What is the difference in the various group piano curriculums between instrumental and choral majors?"
Means of Assessment
Most of the discussion groups spent more time exploring a means of assessment. One participant suggested that an entire piano class can record sight reading examples at the same time on individual keyboards allowing the teacher and students to listen and evaluate the performance. Many participants evaluate student performances via recorded disks. While some participants expressed concern about the time needed to evaluate all recordings, some teachers find time to assess the recordings by having students do self assessment.
Several benefits of recorded exams were cited by participants. In addition to encouraging students to use the technology, students can hear their own mistakes and musical weaknesses. Since students are allowed to record as many performances as needed and submit the best one, the recording assessment can build confidence by allowing the student to show his/her best work. Some participants argued that being able to see the student's hand and sitting position are important aspects of assessment. Most participants agreed that a recorded exam could minimize grade disputes.
Participants were also reminded of the benefit of using recordings for pedagogical purposes. One teacher makes a recording of a piece being studied by the class and students are instructed to mark all errors in the score. This ear training activity is certainly an important aspect of self-assessment.
Grade Inflation
Grade inflation and standards were discussed and all seemed to agree that assigning an "A" for "B" work is a disservice to the student. Students must know the criteria by which they are graded and need feedback to know why they receive a certain grade. Often students do not read written comments, but look only for the grades. Some participants use student and teacher conferences to provide an avenue of communication. The suggestion was made that the student not be allowed to see the grade until the comments had been read or he/she attended a conference with the teacher. Web CT and Black board were mentioned as confidential secure ways of disseminating information. Some participants use Web CT to publish criteria and examples for practice. Participants stated the need to include information about the grading scale in the course syllabus.
Consistency Among Teachers
Consistency among teachers was another related topic discussed by participants. Whether those assessing student performance were graduate teaching assistants or faculty, participants agreed that wide discrepancies on grading can exist. One discussion group suggested that teachers in a group piano program with more than one teacher should follow a plan. Several participants agreed that planning sessions were useful.
When working with graduate teaching assistants, structure is needed both in developing the curriculum and assessing student performance. Exams heard by both graduate teaching assistants and their supervisors provide consistency and objectivity. Participants also stated that teaching assistants should be offered to the best teachers, not just the best performers.
Piano Proficiency Exams
Participants also discussed the manner in which piano proficiency exams are graded. Some universities still keep the piano proficiency exams separate from course grades. In many cases, teachers teach group piano courses that have grades, but proficiency exams are recorded as pass/fail. Schools that have a Computerized Grade Management System often do not allow the student to receive a pass/fail for the piano proficiency and a grade for the course. In these cases, the proficiency exam grade is averaged into the grade for the course.
Regarding retakes on the proficiency exam, some allow parts of the proficiency exam to be retaken once, but most who spoke were opposed to this practice. According to one participant, it is possible to pass the piano proficiency at two different times during the semester; the first opportunity as outlined by the syllabus and then a 2nd try at the final. Some participants use the proficiency as a barrier, with the student required to pass all components at once.
What Weight Is Given to Repertoire, Technique, and Functional Skills?
A variety of answers were provided in response to the weight given to various elements in the group piano class. A small number of participants give more weight to repertoire and technique than other functional skills. According to some participants, harmonization and transposition are closely tied to the theory and ear-training classes, allowing more time to be spent on repertoire and technical skills during the piano class.
The majority of participants responded that all elements (functional skills, technical skills, and repertoire) are given equal weight. Participants cited a possible issue with giving equal weight to repertoire; students are concerned that they spend more time preparing solo repertoire than other functional skills but repertoire and functional skills get equal weight in grading. Another member of the discussion group suggested that the teacher needed to help students establish their practice priorities.
One participant responded that repertoire becomes less important as a student progresses through the group piano sequence. Several people expressed a concern that too much weight has been given to chord progressions that are perceived as unnecessary to a student's future musical career. Regarding scales, some participants weight these equally with other skills, while other participants weight scales 30% of the final grade.
A consensus of two discussion groups ranked sight reading at the top of the most important skills. Participants believed that the principles of good reading that they learn at the keyboard can apply to whatever instrument/voice is their major area and agreed that the study of piano can help students become better musicians.
Another participant spoke about the use of improvisation as an important skill that is developed in his group classes. He stated that it was important for the students to develop the ability to improvise in the style of a classical sonata/sonatina with three movements incorporating themes and key changes. This activity allows the students to apply their theory and listening skills as well as their playing skills.
Although the approach to grading seems to vary among those institutions represented, the participants generally agreed that the development of piano skills must continue beyond the formal training period to be a truly effective and useful skill for the student in a professional setting.
What Computer Programs, If Any, Do You Use to Help You Keep Track of Grades?
Very little discussion time was devoted to the third question regarding the use of computer programs to keep track of grades. A large number of participants use Blackboard computer software to keep track of grades. Blackboard allows students to always have access to their grade book as well as being able to see class averages without a teacher violating privacy issues.. A built-in calculator adds to its ease of use. One participant also suggested using Blackboard for posting power point presentations. The ability for students to print the presentation after class rather than taking notes was cited as particularly beneficial to international students. Another effective tool for teachers is Gradebook, a program available online that can be downloaded for a nominal fee. Other computer programs mentioned as a means to keep track of grades included WebEasi, Micrograde, Excel, and File Maker Pro.
Conclusion
Although the three original questions suggested for discussion in "Open Your Grade Book" served as a valuable initial point for discussion, it is evident from the variety of topics covered in all the discussion groups that there are many issues related to grading the group piano student that remain ambiguous and uncertain for many teachers. Approaches to curricular design, assessment of student performance and understanding, and the method for feed back vary widely among institutions. As group piano teachers continue to wrestle with issues of consistency, grade inflation, weighing various musical elements/skills, ways to assess student performance, and ways to calculate grades, hopefully greater clarity can be achieved through continued discussions.
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