Designing for Digital – the new Overall Performance criteria in Music Digital Graded Exams.
This blog post from Francesca Christmas, Associate Director of Music at Trinity College London, sets out to describe the way in which the new ‘overall performance’ mark is assessed in Trinity’s new Digital Music Graded Exams. Further information is available in the syllabuses, available here.
It has been a real pleasure to work on the development of Trinity’s new Digital Grades and Diplomas qualifications suite, which enables candidates to perform their exam remotely, through video assessment. It’s exciting to think that candidates all over the world will be able to continue with their learning and progression, no matter what the world throws at us in terms of lockdowns and social distancing restrictions. In this blog post, I’m going to share some of the thinking behind the design of the Digital music grades and explain how they sit alongside and complement our face-to-face graded exams portfolio.
The face-to-face graded exams are designed to enable candidates to perform at their best in a live performance context, and one of the unique strengths of TCL’s music exams is the interaction between examiner and candidate. For example, in many of our exams, examiners will base their questions on the pieces performed by the candidate in the exam. Some tasks promote dialogue between candidate and examiner. Others provide the opportunity for candidates to perform alongside the examiner. We adhere to core principles of responsive, interactive exam activities that enable candidates to perform at their best.
When we started to plan our Digital Grades and Diplomas, we wanted to design examination activities that would flourish in the digital space and ensure the same quality of experience for all our candidates. A straight transfer of our face-to-face exam activities would risk being an impoverished version of the ‘in the room’ experience, so we have spent time re-imagining the graded music exam for the changing, digital world around us.
We recognise that the Digital Grades and Diplomas have an additional and critical purpose at this time – that is to provide a means for all candidates to continue with their learning and progression despite the challenges presented by COVID-19. For this reason, the requirements of the Digital Grades and Diplomas mirror closely those of our Classical, Jazz and R&P syllabuses, with just one area of adaptation – the introduction of an overall performance mark in place of the supporting tests or session skills.
When we started investigating a digital replacement for the supporting tests and session skills, we looked first at the construct (the function, delivery method, and content) of the exams. We mapped out the musical knowledge and skills that must be developed by a candidate in order to perform the supporting tests/ session skills successfully, and what the learning outcomes are of the teaching that leads towards them. These are things such as:
These musicianship skills are not only outcomes of the supporting tests and sessions skills, they are also demonstrated through the performance of the pieces and technical work. So rather than create an entirely new set of tests in replacement, we decided to devise a set of criteria that would assess the manifestation of these skills as sustained across the entire exam performance. We developed the ‘Overall Performance’ criteria that assesses these musicianship skills as follows:
Performance delivery and focus (10 marks): assesses the focus, assurance, and continuity of the performance – i.e. are the musicianship skills sustained meaningfully throughout the candidate’s performance? Are they maintained in a focussed way as they move between pieces and across the technical work?
Musical Awareness (10 marks): assesses whether the candidate has sound musical knowledge of their whole programme – i.e. are they able to demonstrate a sustained awareness of the appropriate interpretations of their pieces, moving fluidly between styles or genres? Is there a sustained commitment to the personal interpretation of the score? Are they confident in their delivery of the entire programme?
This approach has a number of key benefits for our candidates and teachers:
We have spent some time testing the approach to ensure that the new criteria will provide a result that would be directly comparable to the result of the face-to-face graded exam. We have worked with examiners and teachers to refine the criteria and ensure that it will enable not only a reliable, but enjoyable experience for our candidates. And, as always, we have carefully thought through the adjustments we will make to the marking of the new criteria for candidates with additional needs.
Supporting Tests and Session Skills will remain in our face-to-face exams. After all, part of our mission statement is to offer choice and flexibility to our teachers and candidates, and now they can select the exam structure that suits best.
We look forward to releasing the final details of the exams to all our teachers and candidates, and to seeing your performances very soon!