IMPERIAL VALLEY COLLEGE

Student Learning Outcomes (SLO) Identification Form

Department Name: / Music Dept. – Humanities Division
Course Number/Title or Program Title: / MUSIC 100 - Introduction To Music Foundations
Contact Person/Others Involved in Process: / Lead: Dr. Van Decker Others: Dr. Hope Davis
If course is part of a major(s), and/or certificate program(s), please list all below:
Major(s): / Certificate(s):
humanities
liberal studies
university studies
Does course satisfy a community college GE requirement(s)? / X / Yes / No / N/A

If yes, check which requirement(s) below:

American Institutions / Language and Rationality – English Composition
Health Education / Language and Rationality – Communication and Analytical Thinking
Physical Education / Activity / Natural Science
Math Competency / X / Humanities
Reading Competency / Social and Behavioral Sciences
Student Learning Outcome / Assessment Tool
(e.g., exam, rubric, portfolio) / Institutional Outcome*
(e.g., ISLO1, ISLO2)
1.  Demonstrate the locations of pitches on the piano keyboard and on the bass and treble clefs. / Written Quiz / SLO2, SLO4
2.  Perform selected songs on flutophone with correct pitches and rhythm. / Performance Quiz / SLO2, SLO4
3.  Write and identify all 15 major scales. / Written Quiz / SLO2, SLO4

Each SLO should describe the knowledge, skills, and/or abilities students will have after successful

completion of course or as a result of participation in activity/program. A minimum of one SLO is required

per course/program. You may identify more than one SLO, but please note that you will need to collect and

evaluate data for each SLO that you list above. Attach separate pages if needed. For assistance contact: Toni Pfister or X6546

*Institutional Student Learning Outcomes: ISLO1 = communication skills; ISLO2 = critical thinking skills;

ISLO3 = personal responsibility; ISLO4 = information literacy; ISLO5 = global awareness

11.10.2010 SLO Committee Rep./ Date

1. Course Number & Date of Assessment C / Course: Music 100 Date: Dec 12th, 2009
2. People involved in summarizing and evaluating data / Dr. Hope Davis, Prof. Ruth Smith and Prof. Brooke Kofford
3. Data Results
Briefly summarize the results of the data you collected. / Outcome 1: I compared two classes which I teach. Using the assessment rubric, I got these results:
Grade Class 1 Class 2
A 27% 29%
B 20% 18%
C 20% 22%
D 33% 31%
F 0% 0%
4. Course / Program Improvement
Please describe what change(s) you plan to implement based on the above results. / Based on these results, this semester I plan to give the students extra written and performance exercises in the form of handouts and class activities. Also, I am going spend more time reviewing the materials involved before giving the final assessment.
Will this include a change to the curriculum (i.e. course outline)? NO
5. Next Year Was the process effective? / Yes, Dr. Davis and I think the outcome/ assessment was effective and important but that we simply need to spend a little more time preparing the students before the implementing the testing process.
6. After-Thoughts Feel free to celebrate, vent, or otherwise discuss the process. / The rubric is sound and fair for assessment. We just feel that, since many of our students lack good English comprehension, more preparation time and clearer explanations are needed.
1. Course Number & Date of Assessment 1. Course Number & Date of Assessment / Course: Music 100 Date: Nov, 2010
2. People involved in summarizing and evaluating data / Dr. Hope Davis, Prof. Ruth Smith and Prof. Brooke Kofford
3. Data Results
Briefly summarize the results of the data you collected. / Outcome 2: I compared three classes which I teach. Using the assessment rubric, I got these results:
Grade Class 1 Class 2 Class 3
A 40% 42% 41%
B 30% 28% 31%
C 20% 24% 18%
D 10% 18% 5%
F 0% 0% 5%
4. Course / Program Improvement
Please describe what change(s) you plan to implement based on the above results. / Based on these results, this semester I plan to give the students extra written and performance exercises in the form of handouts and class activities. Also, I am going spend more time reviewing the materials involved before giving the final assessment.
Will this include a change to the curriculum (i.e. course outline)? NO
5. Next Year Was the process effective? / Yes, Dr. Davis and I think the outcome/ assessment was effective and important but that we simply need to spend a little more time preparing the students before the implementing the testing process.
6. After-Thoughts Feel free to celebrate, vent, or otherwise discuss the process. / The rubric is sound and fair for assessment. We just feel that, since many of our students lack good English comprehension, more preparation time and clearer explanations are needed.


HUMANITIES

MUSIC 100 – Flutophone Rubric

VAN DECKER

MUSIC MAJOR REQUIREMENT – No

GE REQUIREMENT – Yes

STUDENT LEARNING OUTCOME

1.  Perform selected songs on flutophone with correct pitches and rhythm.

ASSESSMENT TOOL

Performance Quiz

SLO

SLO1, SLO2

Quiz Rubric

Score / Pitch / Rhythm / Fingering / Expressions
A / All pitches are correct / All rhythms are correct / All fingerings are correct / All articulations and dynamics are correct
B / All pitches are correct / Some rhythms are incorrect / All fingerings are correct / No articulations and dynamics are correct
C / Some pitches are incorrect / Some rhythms are incorrect / Some fingerings are incorrect / No articulations and dynamics are correct
D / Most pitches are incorrect / Most rhythms are correct / Most fingerings are incorrect / No articulations and dynamics are correct

11/10/2010 4:43 PM 1