Assessments are designed to test a student’s ability to critically evaluate scholarly and industry literature; synthesise research findings in this literature; and use these experiences as a basis to test the efficacy of research questions, data and conclusions.

Our pedagogical approach at the Guild is based on a constructivist view of learning and teaching. A variety of types of assessment tasks, based on principles of authentic assessment, are used and embedded in learning activities, such as presentations and engagement with class members.

​

Being a graduate music degree, the learning and assessment tasks are aimed at professional practice and designed as closely as possible to what students can expect to be required to do in professional engagement and employment related to their studies.

Assessments are designed to have a range of research-driven, evidence-based and industry-engaged components that evidence various levels of academic ability to identify students for more than a pass/fail grade (distinguishing Credit, Distinction and High Distinction students from Pass students). Further, constructive alignment theory argues there should be alignment across the learning objectives, coursework, and assessment (Biggs, 1996) – where learning outcomes are identified before the learning experience is determined. The assessments have been determined with this in mind.