How to Support Students through Assessment of their Music Compositions?

Assessment is often associated with grades and marks. However, when it comes to the assessment of students’ music compositions, grades and marks alone are not sufficient to help students improve.

A student might ask, “Why do I only get 71 after working so hard? What does 71 mean?” Good question! That’s why I do not give specific numbers for student composition assignments. For a grader, it would be easier to give a letter grade with a range of marks than to give a specific number. A letter grade with objective assessment criteria such as development of ideas, manipulation of techniques, formal structure, notation, etc., would be easier for the student to comprehend the assessment result. Even so, the student still might not understand the exact problems of the assignment and how it can be improved. Therefore, the teacher’s written comments on the assignment would be necessary.

Based on my experience, students generally appreciate teacher’s written comments on their works. Simple positive comments such as “good job” and “well done” not only validate students’ efforts but also boost up their confidence. Even if the results were not ideal, students appreciate the teacher pointing out the problems and suggesting solutions to the problems. If time allows, it would be best if the teacher demonstrates a solution to the problem. This way, students would know exactly how to improve in the future. Written comments coupled with verbal communications would be ideal. Furthermore, if the students know that the teacher cares, they would be more dedicated to their learning and try to make progress.

Student composers need more guidance at the early stage. If the teacher only gives a low grade on an early assignment and asks the students to re-do the work, it will not help. Obviously, the students are confused. They might not know how to do it better without further instructions. They might get frustrated and give up, which is the last thing any caring educator wants to see. Every student learns at a different pace. Some students are faster learners than others. If the teacher notices that certain students are struggling, it is time to address the issue, to further enlighten the students, to further explain the concepts and to demonstrate how to apply the concepts to practice, which would be very helpful. The best way for students to improve is to learn how to solve problems. Once they know how to solve the problems on their own, they will become more independent and confident in their work. Practice may not make “perfect” but at least, it guarantees improvement in the long run. Teacher’s care, patience and continuous support are crucial to student’s development.

I cannot overemphasize the importance of continuous assessment. Composition is a long-term learning process. Being able to write a complete composition is challenging enough for beginners. Continuous guidance and assessment during the process is necessary to make students feel more comfortable during the process, and to better guarantee the final outcome of the work. Students would feel a strong sense of accomplishment after finishing a new composition. This “milestone” should be celebrated. It is the beginning of more to come. After all, one composition is only part of the learning process. The quality of the work only reflects the student’s level at a certain stage, which is temporary and has much room for improvement. Therefore, there is no need to be uptight about the grade of a certain composition. In fact, a grade is not even necessary for a composition assignment. Constructive comments are far more important. Always aim for improvement in the next work. The growth of a young composer takes years of training and practice. Through continuous enlightenment, encouragement, practice, assessment, and constructive feedback during the process students can grow and eventually find their own voices as composers.