EDLD 5315 - Assessing Digital Learning and Instruction

Joseph Fisher

October 2025

Self-Assessment Score: 98/100

As the EDLD 5315 course concludes, I have synthesized my learning through planning an action research project on the effect that rhythmic dictation has on music literacy at the elementary level. Over my eighteen-year career as a music educator, I have been interested in the retention of music reading skills through conversations with teachers, students, community members, and fellow musicians, some of whom admit they cannot read notated music. Ahlbäck’s (2022) article further justifies my desire for teaching music literacy as he pairs technology with theory, sharing the importance of developing musicality for everyone.

My study began with an outline and a research question that asks, “How does the regular practice of administering rhythmic dictation exercises impact fourth-grade students' music literacy over the course of a school year?” Focusing on the quantitative data, I propose using a designed standardized set of dictation assessments (Mertler, 2019). I specifically decided to use a quantitative approach to counter much of the literature surrounding studies in music education. Klonoski’s (2006) article was one of the few that articulated how most data collected from music educators is subject to a wide range of criteria, making numerical scores relative to the ensemble or setting in which the students are performing. Much of the peer feedback I received indicated that a mixed-methods approach will strengthen my results through triangulation (Mertler, 2019). I chose to collect qualitative data for my own purposes through the forms I created for students and teachers to provide feedback about the dictation. This will support me as I improve the assessment without distracting from the quantitative data collected through student-completed dictation. More information on the research about aurals skills, assessment in music, and the use of technology can be found in my literature review. Finally, I synthesized what I learned through a completed action plan that provides details on execution, a timeline, reasoning, and appendices, complete with feedback forms and the videos I have created for the assessments. This planning step was crucial to a successful study as I prepare to act, observe, and reflect through the action research on using rhythmic dictation assessments with fourth-grade students (Mertler, 2019).

Together, Sarah McDavid, Tamie Land, Kennedy Tarbutton, Ashley Rose, and I established a community within our course’s cohort. We shared ideas and provided feedback in our GroupMe, Padlet, Zoom, and the EDLD 5315 Blackboard discussion boards. As directed, I posted a well-organized response on each of the discussion boards and replied at least twice, sometimes more, to classmates in our course. My posts were completed well ahead of the schedule so that others could take time to read and I could dialogue back with them if appropriate. Implementing Fink’s (2013) taxonomy requires collaboration to realize a relational and interactive experience. The human dimension became an important part of my learning process, as frequent communication through online messages and video chats with my group led to a realization of the significance of effective professional learning (Fink, 2013). Using my time wisely, I spent hours each day reading, researching, creating, and crafting thoughtful communication ahead of due dates for others to be able to respond. By sharing references and including citations, I was able to provide a source for my thoughts so others could refer to the shared materials. Additionally, I demonstrated leadership by sharing thoughts in our GroupMe and on Zoom to contribute to our experience and engage others in my ideas.

Revisions were made to all assignments after receiving feedback from classmates and my professor. I edited each component several times and plan to continue to craft the design of the plan as I personalize it for my school district and the state music association forum.

Over the eight weeks, I also completed the course readings, watched the provided videos and resources, and attended and rewatched the class meetings. I met all deadlines for course assignments, presenting what I believe to be my best work. Concluding with my synthesized action plan in Measurement Strategy & Connecting and Communicating Your Ideas, I have organized the professional learning in a format that can be easily shared, which includes links to all previous resources as well as references to support my action research plan.

As I prepare to put my action research into the act phase, I hope to provide the field of music education with a meaningful study to help students retain and grow their music literacy skills. Contributions to my learning community have enhanced my efforts, as the feedback from others has helped me to build a plan that will be executed through the comprehensive steps I have outlined.

 

References

Ahlbäck, S. (2022, February 22). “Musical Literacy” and the Relevance of Music Notation – NAFME. NAfME. https://nafme.org/blog/musical-literacy-and-the-relevance-of-music-notation/

Klonoski, E. (2006). Improving Dictation as an Aural-Skills instructional tool. Music Educators Journal, 93(1), 54–59. https://doi.org/10.1177/002743210609300124

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Updated ed.). Jossey-Bass.