Melbourne Polytechnic (reviews)

Formative Assessment in Music Education: A Personal and Academic Reflection

I graduated from Melbourne Polytechnic in 2021, and my experience there continues to shape how I understand music, creativity, and learning. During my current Master’s degree in Education in New Zealand, I chose to write an academic essay based on what I learned there, particularly the role of formative assessment in music education.

That essay was rejected.

However, I stand by the ideas presented in it.
Here is an example of what I wrote:

“Formative assessment plays a vital role in music education because musical growth depends on feedback—both internal and external. Continuous practice, emotional engagement, and reinforcement contribute to stronger memory and long-term learning.

As an undergraduate student in the Songwriting and Music Production program at Melbourne Polytechnic, I experienced a learning environment with no traditional exams. Instead, students were challenged through real-time creative tasks.

One such task involved composing a song within 30 minutes based on a Halloween theme. Students were required to perform their work regardless of completion. Some worked individually, while others collaborated in bands. This emphasised effort and process over perfection.

After performing, students exchanged written feedback and discussed their work as a group. The teacher facilitated the session, followed by peer input. This immediate feedback loop allowed students to identify strengths and areas for improvement.

This process demonstrated key aspects of formative assessment, including identifying learning gaps, providing feedback, supporting progression, and encouraging student involvement (Schildkamp et al., 2020). Students became aware of their limitations in real time and were given opportunities to improve.

However, this method may present challenges for some learners, particularly those who experience anxiety in spontaneous performance settings. This highlights the need for adaptability in teaching approaches to ensure inclusivity.

Despite this, such practices enhance cognitive function and creativity. Repetition strengthens neural pathways, supporting memory formation (Amaral & Lavenex, 2006). Emotional engagement in music activates brain regions associated with sound processing and emotional response, reinforcing learning.”

As a recent Civil Engineering graduate from Melbourne Polytechnic, I found the course to be a strong blend of theory and hands-on experience. From using industry-standard software like AutoCAD and Revit to working on real projects and site visits, it’s very practical and job-focused.

The lecturers are supportive and experienced, and small class sizes allow for more personalized learning. With specializations like Transportation Engineering and Construction Management, plus accreditation by Engineers Australia, the course sets you up well for a professional engineering career.

Highly recommended for anyone pursuing civil engineering.

My experience at Melbourne Polytechnic was quite enriching. The campus provided a supportive environment with accessible resources and experienced faculty. I appreciated the practical approach to learning, especially in my civil engineering program, where I gained valuable hands-on experience. The internship opportunities were also beneficial, allowing me to apply theoretical knowledge in real-world scenarios. Overall, Melbourne Polytechnic helped me develop both professionally and personally, preparing me well for my career in civil engineering.

I highly recommend Melbourne Poly for the Bachelor of Education in Early Years and Primary. The lecturers are very high quality, extremely approachable, friendly and inspiring. I’m currently in my 4th year and loving every moment!