This study identified and annotated appropriate test items using the multiple-choice test item format in the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning through the descriptive-developmental research design. This assessment approach is one of the key skills needed of Music teachers to resolve the learning competencies, difficulties, and diversity of the current curriculum, to assist them in exploring the needs of their students and to provide them with a structure for determining the best and most suitable evaluative methodology in the assessment process. The data were analyzed using Bloom's taxonomy including knowledge, comprehension, analysis, application, synthesis, and evaluation. The annotation for each test item utilized a summary of main ideas and responses for a brief description and discussion in accordance with the cognitive domain and musical concept. Twenty-three illustrative multiple-choice test items were identified and annotated including areas in the Philippine music, Asian music, Western music, and choral works and conducting. Planning classroom tests and assessments requires determining what is to be measured and then defining it precisely so that tasks can be constructed using various relevant measures related to musical learning. This process implied that constructing an assessment requires a clear, concise, and complete direction incorporating the music rudiments and test format according to the behavioral indicators essential in constructing appropriate assessment, that is, an objective test item such as the multiple-choice test item format on the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning.
{"title":"Illustrative Multiple-Choice Test Items on the Taxonomy of Cognitive Objectives in Assessing and Evaluating Musical Learning","authors":"Almighty C. Tabuena, Glinore S. Morales","doi":"10.2139/ssrn.3873073","DOIUrl":"https://doi.org/10.2139/ssrn.3873073","url":null,"abstract":"This study identified and annotated appropriate test items using the multiple-choice test item format in the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning through the descriptive-developmental research design. This assessment approach is one of the key skills needed of Music teachers to resolve the learning competencies, difficulties, and diversity of the current curriculum, to assist them in exploring the needs of their students and to provide them with a structure for determining the best and most suitable evaluative methodology in the assessment process. The data were analyzed using Bloom's taxonomy including knowledge, comprehension, analysis, application, synthesis, and evaluation. The annotation for each test item utilized a summary of main ideas and responses for a brief description and discussion in accordance with the cognitive domain and musical concept. Twenty-three illustrative multiple-choice test items were identified and annotated including areas in the Philippine music, Asian music, Western music, and choral works and conducting. Planning classroom tests and assessments requires determining what is to be measured and then defining it precisely so that tasks can be constructed using various relevant measures related to musical learning. This process implied that constructing an assessment requires a clear, concise, and complete direction incorporating the music rudiments and test format according to the behavioral indicators essential in constructing appropriate assessment, that is, an objective test item such as the multiple-choice test item format on the cognitive domain of the taxonomy of educational objectives in assessing and evaluating musical learning.","PeriodicalId":422314,"journal":{"name":"EduRN: Music Research & Composition Education (MRCN) (Topic)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127177149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers and mentors in creative fields ranging from scientific research to the arts may shape their students' skills and views of the craft, and in turn the work they produce. How significant is this influence, how long does it last, and are there consequences for the variety and quality of students' inventive output? We study these questions in the context of Western music composition over five centuries, a historically important cultural institution, and in a setting where composers' musical lineage is well-documented, the content of their work can be directly compared, and its lasting value can be measured. We find strong evidence of influence, document when it arises and persists, and evaluate its consequences. The results provide insight into the production of creative or intellectual output, specifically around questions of where ideas come from, why certain ideas get produced as opposed to others, and what the ramifications might be.
{"title":"Good Reverberation? Teacher Influence in Music Composition since 1450","authors":"K. Borowiecki","doi":"10.2139/ssrn.3852541","DOIUrl":"https://doi.org/10.2139/ssrn.3852541","url":null,"abstract":"Teachers and mentors in creative fields ranging from scientific research to the arts may shape their students' skills and views of the craft, and in turn the work they produce. How significant is this influence, how long does it last, and are there consequences for the variety and quality of students' inventive output? We study these questions in the context of Western music composition over five centuries, a historically important cultural institution, and in a setting where composers' musical lineage is well-documented, the content of their work can be directly compared, and its lasting value can be measured. We find strong evidence of influence, document when it arises and persists, and evaluate its consequences. The results provide insight into the production of creative or intellectual output, specifically around questions of where ideas come from, why certain ideas get produced as opposed to others, and what the ramifications might be.","PeriodicalId":422314,"journal":{"name":"EduRN: Music Research & Composition Education (MRCN) (Topic)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127066752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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