| Abstract: |
As a compulsory subject in all music programmes, solfeggio is aimed at training students’ musical competence and complementing their specialised music education. Therefore, improving the training efficiency of solfeggio lessons is of great importance to every student that is studying music. In Chinese music institutions, solfeggio is usually taught as a master class of 15-20 students. Before the start of the school year, every student must undergo a solfeggio assessment so that those with similar musical competence can study in the same class. In the present solfeggio assessment, every student is given two marks, one for dictation and one for sight singing. There is no detailed assessment or analysis of musical competence. Students split into different classes by the two-mark system tend to vary in their abilities, which is not favourable for improving training efficiency. Therefore, an assessment aimed at testing the many dimensions of musical competence should be devised to precisely evaluate the test takers.
This study categorises musical competence in a detailed manner and formulates marking principles and criteria; then, assessment questions and precision scoring system are devised in accordance with the guidelines above; next, all questions are recorded in the system to produce standardised marking software that could test a multitude of musical competences; afterwards, students are organised to undergo a solfeggio assessment by using the software to acquire an array of musical competence indexes; finally, multi-dimensional musical competence evaluation and analysis are performed. In the solfeggio assessment, musical competence evaluation and analysis help tutors gain a more precise understanding of students’ various musical competences and increases the training efficiency of solfeggio lessons.
On 25 and 26 August 2019, 9 tutors of the solfeggio teaching and research department carried out a solfeggio class splitting exam on 43 students from 5 faculties. The exam lasted 14 hours and 34 minutes, with 1148 questions asked and 3351 dimensional scores acquired. This assessment has obtained many meaningful education statistics. Obtaining many musical competence indexes from each student helps tutors devise targeted teaching sessions; evaluation and analysis of musical competence of different students in the same programme help to illustrate the differences in music education received by students from different cities; contrastive analysis of students in different programmes but within the same faculty helps in the study of the auxiliary effect of specialised education on the training of musical competence. All results above have laid the foundation for data research in the improvement of teaching quality, collection of big data in education and development of intelligent educational products.
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