JUDY FROMYHR SCHOOL OF ARTS AND SCIENCES

2008 TEACHING DEVELOPMENT GRANT

McAuley at Banyo (Brisbane) Campus

17 September 2009

ACU National

Scholarship in Teaching and Learning Conference

TEAM: Judy Fromyhr Senior Lecturer in Music

Dr Katelyn Barney Sessional staff. Lecturer-in-charge of the unit MUSC202.

Andrew Beiers “WIRED” ACU Radio

Project Title Using the medium of radio broadcasting as an

effective assessment tool in an educational setting.

Aim: The aim of the project was to create a context in which our team could trial the use of the medium of radio as an effective assessment tool and community education tool.

Context: The music unit MUSC202: Music in Australia

Projected outcomes:

demonstrate skills in the audition, analysis and expression of music.

demonstrate a critical awareness of musical styles and genres of music practised in Australia.

demonstrate a knowledge and understanding of the cultural context underlying music and music making in Australia.

display effective communication skills appropriate to the medium of radio.

demonstrate skills in the use of technologies and techniques appropriate to the medium of radio presentation and programming.

WHY?

ACU Teaching and Learning Plan 2006 – 2008

The University Teaching and Learning Plan 2006–2008 has as one of it objectives -

Develop student professional attributes including:

knowledge and skills to meet relevant professionalrequirements;

understanding of and commitment to professional ethical standards;

communication and interpersonal skills in working with clients and colleagues;

skills for and commitment to lifelong learning and reflective thinking.

http://inet.acu.edu.au/download.cfm/38F2E7E5-CF11-30CC-F553EECABEAF99B6/x/ACU_Teaching_and_Learning_Plan_2006-2008a.pdf

WHY?

Student views of assessment

assessment as a “means to an end” or a “necessary evil”.

misuse/overuse of summative testing

WHY?

Issues of assessment in

“The Arts”

creative output and performance work is subjective in nature

often based on the acquisition of long term goals

Colwell, R. (2003). The status of arts assessment: examples from music. Arts Education Policy Review. Vol.105, No 2. November/December. 11 – 18.

Music assessments must reach beyond purely musical goals and have outcomes related to “socialization, cultural values, character traits and moral education that include respect, hard work, punctuality and honesty”. p.17.

Gullikers, JTM, Bastiaens, TJ & Kirschner, PA. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research & Development. Vol 52, No 3. 67 – 86.

• Educational goals are changing to focus more on “the development of competent students and future employees than on simple knowledge acquisition”. p. 67.

• This requires “authentic” and alternative modes of assessment serving a formative goal of promoting and enhancing student learning.

• An authentic assessment “reflects or simulates a real-life situation that could confront students in their internship or future professional life”. p.69.

The assessment task

Radio program 40%Students are required to prepare, script and record a

radio program (of approximately 20 minutes duration) that showcases one of the following:

  A specific genre of Australian music

or The music of a recognised Australian

composer/song writer or

The music of a recognised Australian musician or performing group.

Your presentation should include: a) the social context of the music you have chosen. b) the significance of your chosen music/musicians. c) an overview of the style of music. d) examples of music from the chosen topic.

With the approval of the lecturer-in-charge and the authors of the programs, the completed programs may be offered to ACU National Radio (Wired) for broadcast. Students will receive tutoring in the preparation, writing and recording of broadcast programs.

Other factors

Participation in this mode of assessment was optional – all students chose the “radio” option

In order to make the assessment item “inclusive and equitable to all students” (ACU National Assessment Policy and Procedures 2007),

all students were offered: 1. training in the use of technologies 2. assistance with script writing 3. tutoring in communication skills 4. tutoring in voice production

Post-task questionnaire (anonymous responses)

1. Was the use of radio as an assessment tool a positive experience for you?

all responses were positive Yes, I really enjoyed recording my program It was fun but educational at the same time I was able to get experience with radio recording and

research a topic I was interested in at the same time Definitely!

Post-task questionnaire

2. Please give some reasons for your previous response.

I had never been in a radio studio before so that made the assessment a lot more interesting

Designing the program stimulated my creativity. I “ad-libbed” and made jokes too.

It made me feel like I was actually putting my skills into practice.

It was very interesting as you could use musical examples. I picked a topic that interested me, so it was fun to research

and put together a script. It was exciting to actually record in a studio.

Post-task questionnaire

3. What skills and knowledge did you gain by completing the assessment task?

I learned a lot about my topic of choice . . It also improved my public speaking skills and improvisational skills.

How to speak into a microphone – it picks up everything! I realized how much preparation is involved. If you didn’t have

something planned, you were wasting other people’s time.

I now know what it feels like to work in a radio studio. I learnt basic radio presenting skills and knowledge of Australian

music. How a script is REALLY essential when you think you have lots to

say. I learned about the radio show/scripts/music, but also about

myself and how I sound and can use my voice.

Post-task questionnaire

4. Were you given enough guidance on how to prepare your assessment task?

Yes One respondent said “almost”

Post-task questionnaire

5. Do you think you might use what you have learnt about radio programming in any future courses?

Yes • Definitely • Probably not

Post-task questionnaire

6. If you answered “yes” to the previous question, which aspects might be useful?

I think it will help a lot for presentations and public speaking in business.

Preparation!! Learning about pacing your voice and the logical flow of

thought and info. How to construct and record. You have to know what you are talking about first. Writing something that grabs the audience/listeners. Knowing about sound production.

Post-task questionnaire

7. What changes can you suggest to improve the radio program assessment item?

None Not sure Start working with the producer earlier in the semester I would like to learn more about all the buttons and what they

are used for. Learn more about the technology.

Post-task questionnaire

Other comments: I think you should continue with the radio program. It gives

light to people who want to do something like this. Enjoyed it a lot.

It was a fun experience and I can’t wait to do it again. Can we please do it again?

Outcomes so far?

Educational Student motivation Taking “ownership” of assessment An “authentic” assessment experience A “value added” assessment experience for students (and

lecturer) The design of this project is easily transferable to other contexts.

Community Engagement More skilled volunteers for ACU Radio A real world application for student knowledge and research

skills A chance to use technical skills in a broader context Possible employment opportunities Use of skills in community – eg Radio Lollipop Voluntary Experience opportunities.

Thank you - for this opportunity to talk

about my project

- to the Learning and Teaching Centre