Creating Music
: Introduction 2008
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The 2000 music assessments included five assessment tasks related to creating music.

All five tasks were identical for year 4 and year 8 students. Two are trend tasks (fully described with data for both 1996 and 2000), one is a released task (fully described with data for 2000 only), and two are link tasks (to be used again in 2004, so only partially described here).

The task details and results for the two trend tasks are presented in the first section, followed by the task details and results for the released task. The third section contains some task information and the results for the two link tasks.

Comparing results for year 4 and year 8 students
Averaged across 22 task components, 17 percent more year 8 than year 4 students or teams produced correct responses. This indicates that, on average, students have made useful progress between year 4 and year 8 in the skills assessed by the tasks. Students at both levels were more successful on task components related to meeting the more routine requirements of tasks (like performing coherently as a group and meeting the rhythmic requirements of tasks) than on the more creative components (inventiveness and expressiveness).

Trend results: comparing 1996 and 2000 results
Two trend tasks involving a total of 11 components were administered to students in both the 1996 and 2000 assessments.

For year 4 students, modest improvement was evident. Looking first at the most positive rating category for each component, there was improvement from 1996 to 2000 on eight of the eleven components, with on average three percent more students gaining the highest rating. Looking at the lowest rating category for each component, slightly greater improvement was evident, with the percentages dropping on eight of the eleven components. On average seven percent fewer students gained the lowest rating.

For year 8 students there was slight improvement between 1996 and 2000. Looking first at the most positive rating category for each component, there were increases from 1996 to 2000 on 7 of the 11 components, with on average two percent more students gaining the highest rating. Looking at the lowest rating category for each component, similar slight improvement was evident, with the percentages dropping on 10 of the 11 components and on average three percent fewer students gaining the lowest rating.

 
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