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Graduate Course Proposal Form Submission Detail - MUE7746
Tracking Number - 4805

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Current Status: Approved by SCNS - 2015-01-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change the existing course from 2 credits to 3 credits.
Comments: For PhD in Music. TO Chair. Approved 3/5/14. To USF Sys 3/19. to SCNS 3/27/14. Appd eff 1/1/15

Detail Information

  1. Date & Time Submitted: 2013-09-03
  2. Department: Music
  3. College: FA
  4. Budget Account Number:
  5. Contact Person: Victor Fung
  6. Phone: 8138429928
  7. Email:
  8. Prefix: MUE
  9. Number: 7746
  10. Full Title: Measurement and Evaluation in Music
  11. Credit Hours: 2
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Measurement and Eval in music
  19. Course Online?: B - Face-to-face and online (separate sections)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: This course is designed to provide students with a comprehensive overview of traditional and contemporary approaches to the measurement, evaluation, and assessment of musical abilities, activities, and experiences.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? It will increase the competitiveness of the program and meets national trends in the field. The class will include a synchronous online format to increase the accessibility of the course. It is required for all students in the Ph.D. program in music (concentration in music education). In Fall 2013, there are six new students enrolled in the program.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) NA
  29. Objectives: By the end of the course, students will:

    • Understand and apply basic measurement and evaluation concepts and terminology.

    • Recognize the varied functions that testing serves in educational decision making as well as the limitations of traditional testing procedures.

    • Analyze and critique standardized and teacher-made measures of music aptitude and achievement.

    • Demonstrate the ability to select or construct appropriate measurement tools for different music teaching and learning and research settings.

  30. Learning Outcomes: Students will review existing measurement instruments in music and will be given an opportunity to create an instrument to measure or evaluate musical experiences. Students will apply a selected instrument in a research or evaluation context. They will be able to articulate issues in measurement and evaluation in music.
  31. Major Topics: Concepts of measurement and evaluation in music, psychometrics in musical experiences, music test and measurement development, measuring attitudes and affective responses, musical abilities, aptitude, and achievements, test administration, scoring, and interpretation, assessing improvisation, technology use in music assessment, and trends and directions in measurement and evaluation in music.
  32. Textbooks: Boyle, J. D., & Radocy, R. E. (1987). Measurement and evaluation of musical experiences. New York: Schirmer Books.

    Fautley, M. (2010). The assessment in music education. Oxford, UK: Oxford University Press.

    Gordon, E. E. (1995). Manual: Musical Aptitude Profile. Chicago, IL: GIA Publications, Inc.

    Hargreaves, D. J., North, A. C., & Tarrant, M. (2006). Musical preference and taste in childhood and adolescence. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 135-154). Oxford, UK: Oxford University Press.

  33. Course Readings, Online Resources, and Other Purchases: Sax, G. (1997). Principles of educational and psychological measurement and evaluation. 4th ed. Belmont, CA: Wadsworth Publishing Company.

    Portions of other texts as well as journal articles.

  34. Student Expectations/Requirements and Grading Policy: A. Three reviews of a published test: 42%; B. Application of a measurement tool project: 50%; C. Discussion participation: 8%.
  35. Assignments, Exams and Tests: A. Three reviews of a published test (14 points per review): Each student will select three published tests to review, analyze, and critique. Below is a suggested list of tests in music:

    • Seashore Measures of Musical Talents (Seashore, 1960)

    • Kwalwasser-Dykema Music Tests (Kwalwasser & Dykema, 1930)

    • Kwalwasser Music Talent Test (Kwalwasser, 1953)

    • Standardized Tests of Musical Intelligence (Wing, 1961)

    • Test of Musicality (Gaston, 1957)

    • Measures of Musical Ability (Bentley, 1966)

    • Primary Measures of Music Audiation (Gordon, 1986)

    • Intermediate Measures of Music Audiation (Gordon, 1982)

    • Advanced Measures of Music Audiation (Gordon, 1989)

    • Music Aptitude Profile (Gordon, 1965)

    • Music Aptitude Test (Drake, 1954)

    • Instrument Timbre Preference Test (Gordon, 1984)

    • Farnum Music Test (Farnum, 1969)

    • Music Achievement Tests (Colwell, 1968)

    • Iowa Tests of Musical Literacy (Gordon, 1971)

    • Simons Measurements of Music Listening Skills (1976)

    • Watkins-Farnum Performance Scale (Watkins & Farnum, 1962)

    • Music Achievement Test (Colwell, 1968-70)

    Other tests, including non-music tests, may be reviewed upon approval of the instructor. See Mental Measurements Yearbook and Tests in Print for more selections of both music and non-music tests. Each of the three reviews will consist of a 20-minute presentation and a one- page typed summary (e.g., test specification, validity and reliability information, and test application strengths and weaknesses). Grading criteria include the student’s understanding of the test, organization of the review, depth of analysis, and the extent to which critiques are based on educational and scholarly rationales.

    B. Design and/or apply a measurement tool (25+25 points): Each student will design and/or apply a measurement tool in a teaching and learning or research and evaluation context. A student may design a new measurement instrument or select an existing measurement instrument. In either case, the student must be able to apply it in a teaching and learning or research and evaluation context. The goal is to conduct a pilot test to document the instrument’s validity, reliability, application, and findings. Each student should make a 20- minute presentation and submit a report of the pilot study (at least 8-12 pages of main text, APA style). Grading criteria include appropriateness of the steps taken to document validity and reliability, appropriateness of the described use, interpretation of findings, organization of the presentation, and quality of the writing (near publishable quality expected).

    C. Contribution to discussion (8 points): Since this is a doctoral seminar with substantial reading material, students are expected to contribute significantly to class discussions. Grading criteria include both quantity and quality of the contribution to class discussions. Grades will be assigned at the end of the semester.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Late Work Policy:

    There are no make-ups for online discussions or the final paper. Discussions posted late will receive zero point, and late papers will receive a 5% reduction in the final grade per each day being late. The final paper will not be accepted if overdue by more than seven days.

    Grades of "Incomplete":

    The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. The instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

    Disability Access:

    The University of South Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities are responsible for registering with the USF Students with Disabilities Services office in order to receive special accommodations and services. Please notify me during the first week of class if a reasonable accommodation for a disability is needed for this course. A letter from the USF Students with Disabilities Services office must accompany this request.

    Academic Conduct Policy:

    Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult the University of South Florida's Student Handbook for further details. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University

    End of Semester Student Evaluations: All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify students by email when the response window opens. The student’s participation is highly encouraged and valued. The results of student feedback are sent to departments and faculty members only after semester grades are already submitted, and student responses are reported only anonymously and in the aggregate to faculty.

    In this course we will utilize, an automated system which instructors can use to quickly and easily compare each student's assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. After the assignment is processed, the instructor receives a report from that states if and how another author’s work was used in the assignment. For a more detailed look at this process visit

    University Writing Center:

    The University Writing Center is a free resource for USF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at, stop by LIB-125, or call 813.974.8293.

  38. Program This Course Supports: Ph.D. in music (concentration in music education)
  39. Course Concurrence Information: Any graduate program that allows an elective course in the School of Music.

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