Are Music Exams Necessary?

This is an exam-oriented culture. Exams are deeply rooted in music curricula. I grew up taking exams and had to give them as an educator. Now, I am coaching adult students on music theory diploma exams. It is hard to imagine life without exams. However, there were times when famous musicians did not obtain music certificates to prove their musical abilities. A masterpiece such as Beethoven's symphony was proof of outstanding musicianship, far beyond a certificate.  Nowadays, musicians outside the academia do not need a certificate to prove their musicianship either. This makes us wonder whether music exams are necessary.

My recent LinkedIn poll concerns music colleagues’ opinions on the necessity of music exams. I posted the question to several groups, and the majority of voters in all groups voted “yes.” The Music Educators and Music Professional groups got 63% “yes” votes, and my network got 82% “yes” votes. Only a few voted in the Classical Music and Music Tutors groups, and they all voted “yes.”

Below are two positive comments:

“Assessments create accountability for both student and teacher. There are many ways to assess student progress and maintain a fun and productive environment in the arts classroom.”

“Most definitely, they inspire the students to set goals.”

On the other hand, some voters have reservations about the necessity of music exams. Below are their comments:

“For some, yes…but not for all.”

“I am Completely self-taught!”

“A massive difference between doing “music exams” and examining student learning… I think I need a definition!”

“I think it's debatable. If teachers use exams as a short-term goal to give students a real performance experience, they can be valuable. However, some teachers and parents prioritise achieving high grades quickly (e.g., "Grade 8 by age 9") without focusing on musicality, using the certificate primarily for school applications. In those cases, the focus shifts from musical development to achieving a qualification, which can be detrimental and lead to demotivation.”

I agree that it is a debatable issue. On one hand, assessments create accountability for both teachers and students. They push students to work hard to improve and reach a specific goal to be promoted to the next level. On the other hand, exams can create enormous stress and anxiety for the students, demotivating them from learning. The pressure from the parents and the teachers can be so high, and failing an exam is not an option that some students commit suicide from failing an exam. It has become a prevailing phenomenon in Asia. It is deplorable.

Can we eliminate examinations so that students can enjoy learning without pressure? It would be possible only if students took private lessons in their leisure time without exams. It would not be possible if students enrolled in a school with an exam system. Without study goals and a little pressure, many students will not be motivated to work hard and improve. Students’ transcripts and certificates from the schools are paper evidence of the parents' financial investment in their children’s education. Future institutions and employers of the students also recognize them.

Every field has exam systems to certify qualified professionals. When you enter a doctor’s office, you will see diplomas hanging on the wall as proof of qualifications. You must provide certificates and transcripts when applying for a job in an academic institution.

Music exams start at the elementary level. ABRSM (The Associated Board of the Royal Schools of Music) and TCL (Trinity College London) offer practical exams of various instruments and theory exams from Grade 1 to Grade 8 to diploma levels, taken by students worldwide. Many parents send students to music lessons to obtain certificates to enroll in prestigious schools. Since there is no age restriction, some parents would push their children to excel in their music lessons to get Grade 8 at a young age. They do not care about the musical growth and personal growth of children. They want certificates and pride. It is common for piano students to practice only the exam pieces for a whole year to aim for high marks. Their music repertoire and musicianship are severely limited.

This exam mentality continues through college. Some students honestly told me they would only study what was on the exam. Does this sound familiar? Do they really want to learn? Perhaps the positive aspect of a music theory and history exam is ensuring that students study at least some of the knowledge, repertoire, and musical styles they should know rather than not knowing anything. It provides a window to a broader and deeper understanding of music if the students wish to explore further in graduate school.

Examination is the most traditional form of assessment. However, a mark or a grade on a music exam cannot truly reflect students’ musicianship. Therefore, students and parents do not need to be overjoyed about a high grade or too upset about a low grade. Read the examiner's comments. It is more important to recognize what needs to be improved next.

Continuous assessments of weekly assignments that show students’ progress are more meaningful. I often give written comments on students’ work for their improvement. Students usually appreciate that. In my composition pedagogy class, I provided a set of objective assessment criteria to students so that they could assess each other’s work and discuss it. Here is the “fun” part:  We all must turn in final grades as educators. I prefer a combination of assessments involving assignments, small quizzes (mainly for attendance purposes,) and a final project instead of a big exam. I hated exams and didn’t want my students to go through that.

Exams are a convenient tool to evaluate students’ music levels in general, but they cannot fully assess students’ musicianship, which is a long-term development. How teachers assess students’ performance affects their attitude toward learning. Engaging students' interest in music learning is more important than pushing for grades. Students need encouragement, not harsh criticism. If students enjoy music, they will want to learn more and practice more and will do well in exams. If forced to learn music, they will be reluctant to study and practice and will not do well in exams. Afterward, they will quit music. This is not what teachers and parents want to see. Let students grow and develop in a caring, healthy, positive, and creative learning environment, with music as a part of their lives. If they aspire to be professional musicians, they will pursue further learning. Whether there are exams or not, they will excel.