Quantitative and qualitative assessment of solfège in a Brazilian higher educational context

Abstract

This article reports on the feasibility of using the assessment criteria for solfège proposed by Davidson, Scripp, and Meyaard as a way to assess a group of Brazilian undergraduate students. The experiment was carried out in 2003, with 16 first-year students in a variety of majors, each with different levels of previous music experience. The average age of the students was 20 years old. Students’ performances of solfège were quantitatively and qualitatively analyzed according to the criteria proposed by Davidson and colleagues. Through the analysis, we found aspects that were not predicted by the authors. The criteria of Davidson and colleagues for quantitative and qualitative assessment were then adapted to our context and enlarged. An individual assessment form was also introduced. The results suggest that the qualitative criteria provided guidelines to the students for improving and fostering their approach to music reading procedures. Qualitative criteria also provided a consistent means of self-assessment for the students’ vocal performance.

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