Page 40 - CJFeb24

ASSESSMENT IN THE COLLEGIATE CHORAL CLASSROOM

dress rehearsal, they fail the course. None of the above ing able to pass the class. That can be more work for
that I have listed is graded. Choir is often a one credit the professor, but it is so important for producing better
class, and so I try to grade it accordingly. musicians and educators. Of course, I wish everyone
would get an “A,” but that A should mean that you
PACKWOOD: I struggle with finding a grading formula have mastered the syllabus. A problem is students who
that supports my philosophy of mastery. I want my stu- receive As but who do not demonstrate the ability part.
dents to master the concepts in the syllabus before be- An A student does not necessarily mean an A musician-

Assessing the Ensemble

Graded assessments Ungraded assessments

Small group testing (quartets/octets) is used as part of the final Feedback from vocal faculty sitting in on rehearsals
grade

Acceptance into conferences and conventions

Post-concert reflections

In-the-moment formative assessments. These are based on what
the conductor hears and fixes in-the-moment (“tenors, sing louder
here,” etc.)

Having small sections of the choir listen in the hall at the dress re-
hearsal and provide feedback to their section

The culture of the ensemble

Assessing the Individual

Graded assessments Ungraded assessments

Individual testing Private lesson requirement

Vocal jury

Attendance

38 CHORAL JOURNAL February 2024 Volume 64 Number 6