Vocal Sight-Reading Assessment: Technological Advances, Student Perceptions, and Instructional Implications

This study investigated choral singers’ comfort level using computer technology for vocal sight-reading assessment. High school choral singers (N = 138) attending a summer music camp completed a computer-based sight-reading assessment and accompanying pre- and posttest surveys on their musical backgrounds and perceptions about technology. A large majority reported both frequent sight-reading instruction (74%) and individual assessment (70%) in their prior instruction. Whereas 94% of these students previously had been assessed live, only five students had been assessed through recording and one by computer. Preassessment opinions (69% favorable/neutral) shifted substantially (69% negative) after experiencing computer-based assessment. Inability to set the tempo was cited as the predominant reason for disliking the technology. Results indicate great potential for using technology in vocal sight-reading instruction and assessment. However, it is important that students’ introduction to it be intentional and thorough. Adequate practice and comfort must be established for students to trust and appreciate this new instructional tool.