Assessment in music: Consensus moderation of claims for learning outcomes in music courses

Conference item

Lebler, Don, Harrison, Scott, Carey, Gemma and Cain, Melissa. (2013). Assessment in music: Consensus moderation of claims for learning outcomes in music courses. The CALTN Papers : The Refereed Proceedings of the Creative Arts Learning and Teaching Network Symposium 2013. Hobart, Australia: Tasmanian College of the Arts. pp. 91 - 114
AuthorsLebler, Don, Harrison, Scott, Carey, Gemma and Cain, Melissa
Abstract

This paper focuses on the alignment between learning and assessment. The Assessment in Music (AiM) project, funded by the Office for Teaching and Learning (OLT), is engaged in the processing of mapping assessment practices to the Creative and Performing Arts (CAPA) Threshold Learning Outcome statements (TLOs) in tertiary music programs. The project team has employed the process of consensus moderation as a means of redeveloping existing assessment processes to reach agreement on assessment standards at the host institution, Queensland Conservatorium Griffith University (QCGU). In this project, the process has involved two procedures: the project team engaging in consensus moderation to arrive at claims at the program level, and course convenors collaborating with like-minded colleagues to reach consensus on the claims for Graduate Attributes at the course level. The results indicate a generally positive relationship between the use of consensus moderation and a reduction in the claims for the assessment of graduate outcomes. However, some courses did exhibit an increase in claims and the causes of this unexpected anomaly are being investigated. The finely nuanced processes described in the paper provide a possible template for other institutions.

Year2013
JournalThe CALTN Papers : The Refereed Proceedings of the Creative Arts Learning and Teaching Network Symposium 2013. Tasmanian College of the Arts, University of Tasmania and the Creative Arts Learning and Teaching Network, Hobart, Australia
PublisherTasmanian College of the Arts
Publisher's version
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Controlled
Page range91 - 114
Research GroupSchool of Education
Place of publicationHobart, Australia
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