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Assessment Tool
Klob (1984) 1. concrete experience
Creating a mix using Logic
Step 1
Students utilise dynamic processing and effects to create their mix.
This includes the use of noise gates, compressors, EQ, panning and adjusting the volume as well as adding effects
Logic is the sequencer students will be using for their three pieces of coursework as well as their exam.
Klob (1984) 4. Active Experimentation
Fair
LISI Practitioner Essay
students keen for the activities to be based within the college
Why Do We Need This Assessment Tool?
Step 2
Initial Assessment of students ability to mix
Check learning via the application of effects
Ipsative mode of assessment as later mixes will be assessed to the same criteria but with additional fields eg synthesis.
Students are asked to save their mix to the teachers postbox/dropbox.
They are asked to name the file after an animal.
Teacher tallys and names files to ensure students work is sent.
Students summerative coursework utilises various aspects of music technology but all have to be mixed.
This exercise allows students to practice the fundamentals of mixing on professional musicians perfomances prior to attempting to mix their own compositions and engineered pieces.
Validity
Peer Assessment
Klob (1984) 2. Reflective Observation
LISI Practitioner Essay
students were keen to include published mark schemes
Step 3
Marked against exam criteria with discussions therefore unbias collective thinking akin to a hive.
Provides students with an idea of how their coursework will be assessed as well as any pitfalls inherent with sequencing.
Peer assessment of bounces using criterion referencing.
Students will listen back to an exert of submitted bounces anonymously
Tracks are numbered so assessment is double blind ensuring fairness.
Brandi Carlile
Reliability
Teacher Assessment
Klob (1984) 3. Abstract Conceptualisation
Late Morning Lullaby
Step 4
Teacher will listen to full mix and mark with the addition of comments on how best to improve the mix.
Also included within the class marking.
Track order revealed to students so they know the mark they got from their peers and themselves.
Upon reveal teacher can also hand out their comments about the mix.
LISI Practitioner Essay
Some people marked inaccurately or did not mark others’ essays at all
Teachers would put more effort in
There was a clear difference in the quality of advice and this made it very difficult to improve when being marked by a student