1. What is Good Assessment? A Liberal Education Core Example
Music and Theatre Arts Department
Music and Gender (Music 224)
Gretchen Peters
April 3, 2017

2. MUSIC AND GENDER (Music 224) This course addresses connections between music and gender, and considers how music reflects and influences gender construction.
K4- The Arts
A. Student describes and understands the relevance of historical and cultural context to the artifact(s).
B. Student analyzes the medium, craft, or formal elements and/or methods.
C. Student interprets meaning from context and form.
 R1- Equity, Diversity, and Inclusivity
A. Student understands there are diverse social-group (such as race, class, gender, sexualities, ethnicity, religion) perspectives.
B. Student understands impact of dominant assumptions (such as race, class, gender, sexualities, ethnicity, and religious beliefs) on the social construction of individual identities.
C. Student understands systems of privilege (such as racisim, sexism, classism, heterosexism, linguicism, able-ism and colonialism) and oppression within societal structures.

3. Goals of the course:
to discuss music as a function of historical and cultural factors pertaining to gender.
to analyze formal elements of musical compositions.
to interpret musical compositions within a broader context of gender.
to explain how systems of privilege and oppression have created and maintained distinct gender roles in the music world.
to explain how institutionalized gender roles in music have impacted individual identities as musicians in the past and present.

4. Evolution of K4 assignments over three semesters
I found that the prompt was too broad, and it allowed the students to avoid the stylistic analysis. (Valid assessment was not possible.)
VERSION 1: Research paper: musical style was part of broader analysis
While this was better, it came too early in semester and revealed that students needed more practice prior to assignment. (25/70/5)
VERSION 2: Essay that focused on the stylistic analytical questions in cultural context
While this was the same essay, changes were made to the course: 1) essay was given mid-semester, 2) a new section on musical style was added, 3) as were two practice assignments.(0/80/20)
VERSION 3: Same as the previous essay

5. Evolution of R1 assignments over three semesters
I found that the prompt was too broad, and it allowed the students to not address the core aspects of R1. (Valid assessment was not possible.)
VERSION 1: Research paper: Issues of oppression and privilege were indirectly part of the prompt
This was successful. The essay specifically focused on R1 (b)-impact on individual identity- was successful. The broad research papers were generally strong. (0/66/34)
VERSION 2: Research paper and essay with more specific questions on systems of privilege.
While I was contented with outcomes of Version 2, course size went from 20 to 80 students. I am doing a practice assignment with them, before they do it on their own.
VERSION 3: Specific essay with specific questions on systems of privilege

6. Concluding Thoughts Conclusions on nature of assignments:
--K4 is more difficult than R1.
--Fewer assessment tools.
--Specific leading questions.
--Substantial part of grade.
--Later in the semester.
--Practice assignments prior to assessment.
Conclusions on assessment process:
--Assess LE component when I grade them.
--Assess every time I teach the course. (Just a natural part of my teaching.)
--Keep big goals in mind.