Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Music Business Handbook and Career Guide

Sign In to gain access to subscriptions and/or personal tools.
International Journal of Music Education
This Article
Right arrow Zusammenfassung
Right arrow Resumen
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Chi Cheung Leung
Right arrow Articles by Lee, A.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Assessment of undergraduate students' music compositions

Chi Cheung Leung

Hong Kong Institute of Education, Hong Kong, ccleung{at}ied.edu.hk

Yu Ying Wan

Hong Kong Institute of Education, Hong Kong, kyywan{at}ied.edu.hk

Anthony Lee

Hong Kong Institute of Education, Hong Kong, ayplee{at}ied.edu.hk

This study aims to investigate and identify the criteria and parameters for assessing compositions, and how assessment can help students' learning. Participants in the study include three composer-assessors and six undergraduate music students. An assessment framework for music composition based on both the macro and micro philosophies of assessing music compositions was established. Assessment results, written comments and interview data from the composer-assessors and the student-composers were collected and analysed. A Rasch measurement model was the main tool for calibrating a stable and unified assessment scale based on subjectively rated data, and it provided a solution for standardizing ratings of assessors with different levels of severity in their ratings. The study revealed that both macro and micro aspects of assessing composition were important but assessors weighted heavier on the micro skills; supportive feedback and comments served to facilitate students to improve their works; and the framework was proven to be an effective tool in assessing music composition.

Key Words: assessment • Hong Kong • music composition • music creativity • Rasch measurement model

International Journal of Music Education, Vol. 27, No. 3, 250-268 (2009)
DOI: 10.1177/0255761409337275
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?