During the Digital Music Production Workshops that took place within the Resnick Education Wing this spring, Building Beats was able to leverage its own assessment framework to provide a data-driven approach to this program.
Essentially, a data-driven approach is one in which “feedback mechanisms” are built into the program’s structure from the beginning. These “feedback mechanisms” allow admin teams and instructors the capability of visualizing student progress across any target objective. Whether we are assessing musical skills and concepts or other interconnected areas of learning, we are able to gain a comprehensive view of the program’s strengths and weaknesses through hard data. This data helps to provide an objective assessment of how the program is performing, and it effectively makes sense of disparate opinions that may arise from various administrators and instructors.
Implementation in our Digital Music Production Programs
In order to implement this data-driven approach to program assessment, we utilized the following three tools to assess student progress:
When designing the questions for each of these surveys, the following six objectives served as the foundation for measuring student growth:
Furthermore, we also administered a survey to the program’s instructors in order to capture instructor feedback on the program. This survey was structured based on 5 different aspects of instructional methodology that was developed by the Building Beats administrative team:
Long-Term Implementation and Longitudinal Data
During these first-ever digital music production workshops to take place within the Weill Music Institute, we had the opportunity to lay a data-driven foundation. Now that the initial implementation has taken place, these assessments may be easily replicated with minimal costs in future programs. These real-time assessments could continue to provide the admin team and instructors with an ongoing visual analysis of how modifications to the program affect student growth and learning. As a result, administrators and instructors are equipped with the tools to test out new educational strategies and immediately see their affect on student progress.
Furthermore, by implementing data-driven “feedback mechanisms” throughout all of our programs over the long-term, we will be able to capture longitudinal data on our students, instructors, and programs. Our hope is to utilize this longitudinal data to prove the effect that music programs have on the next generation’s musical aspirations and larger life skills.
Between equipping our admin teams and instructors with the capability to quickly visualize student progress and the long-term benefits of capturing longitudinal data, a data-driven approach helps to highlight instructional successes while quickly identifying areas of improvement. In the end, the quality of our programming is strengthened all around.