Peters, David G. (1993) “Computer-Based Music Skills Assessment Project: A Portal to Artistic
            Innovation,”  Bulletin of the Council for Research in Music Education, no. 117,: 38-45.
 

 Based upon the Computer-Based Music Skills Assessment Project (CMSAP) research supported by the
 National Endowment of the Arts and the United States Department of Education, three levels of discussion
 are presented. 1) An abstract of the Computer-Based Music Skills Assessment Project (CMSAP) is
 detailed with a summary of findings. 2) The findings are focused on the implications for music education
 as a  specific research and instructional field. In conclusion, a definition of technology as a source of arts
 integration and innovation can be based upon new digital tools for use by artists, educators and students.

 Research Background:

The purpose of the Computer-Based Music Skills Assessment Project (CMSAP) was defined as an
 assessment study, to investigate a specific type of technology and to test what had been a theoretical
 construct as a field experiment. Using equipment which pre-dated most micro-electronics including a
 general purpose computer (PLATO III), Peters worked to invent a “pitch-detection” device to test the
 feasibility of computers to generate feedback to student musicians.
 From 1981 to 1986, Peters diverted such computer-based music performance to the use of Music
 Instrument Digital Interface (MIDI) keyboards, giving students feedback on their keyboard performance
 accuracy. He authored many keyboard tutoring programs developed for the Apple II, Comodore-64, and
 IBM-PC.
 Now, the challenge was to create a computer-controlled device capable of assessing pitch.
 
CMSAP Goals:

 The skills selected for the study were viewed as appropriate to judge one’s ability to match pitches and to
 test one’s tonal memory. Test items included, among others, single pitches, short scale, arpeggiated
 passages, phrases from familiar songs. Students were asked to listen and then sing. The student
 performance was converted to digital information (data) for analysis as the student performed.

 The goals of the one-year study were:

 • create a computer-testing station capable of judging performance of music (pitch and rhythmic accuracy);

 • collect data on student music performance skills using computer-based testing;

 • analyze and report findings on student music skills as reflected in data collected with computer-based
   music skills testing;

 • profile student skills for further analysis;

 • develop tutorial software to assist students who cannot perform simple music tasks (i.e. match pitches or
    sing/play simple melodies).

 The second phase included programming and pilot-testing the computer programs, testing the pitch-

 detection hardware with computers and software, creating the CMSAP computer-based test-instrument and

 student questionnaire, documenting the hardware and software into a user’s manual and selecting the sites

 for student assessment. The software test materials and the pitch-judging hardware required user manuals

 for teachers. The computer program used by the students was easy to use and offered on- screen “help.”

 Most teachers familiar with microcomputer hardware should be able to install the special hardware devices

 into a standard IBM or MS-DOS. Music teachers were successful when asked to install the hardware and

 software using CMSAP manuals.

The final phase was to collect data at selected high schools sites to accomplish the second goal: ”to

 collect music performance skills data through computer-based testing.” Later analysis of these data

 accomplished the third and fourth goals: “to report findings and profile student music skills.”

CMSAP  Findings:

 • Computer hardware and pitch-detection devices do exist for computer-based testing in music
   performance.

 •  Pitch-detection hardware met the performance specifications established for successful evaluation of
    music performance.

 •  Appropriate aural stimuli can be presented to inexperienced students to assess their ability to match
    pitches and to judge their tonal memory.

 •  The CMSAP test instrument was deemed reliable, discriminating and appropriate for the assessment of
    music performance of non-musically trained high school students.

 •  Computer-based music performance testing was judge to receive a high level of acceptance by public
    school music administrator and computer technology administrators.

 •  Computer software can be developed within a microcomputer environment to support computer-based
    music performance skills testing.

 •  Computer-based music performance test implementation can be accomplished with minimal expense.

 •  Participant schools plan to support continued computer-based music performance testing in the future.

 •  Music performance assessment data can be processed, collected and stored by a computer-testing station
    in “real time.”

 •  Music performance assessment data can be used to compare student subgroups performance abilities

    based upon scores received from the CMSAP test.

The applications of this technology to Music Education are, among others, the immediate visual feedback

 on performance accuracy through use of visual models, and the assessment of new methodologies and

 pedagogies through music performance evaluation.

The improvement of these technologies could bring an effective change into the music educational system.