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Author: Mary Elizabeth Quigley Publisher: ISBN: Category : Middle school education Languages : en Pages : 79
Book Description
This project contains an analysis of the current inclusion and assessment practices of the middle school (7th and 8th grade) general music classroom. There are many studies concerning inclusion of students with special needs and the importance of assessments in teaching music. However, there are very few studies that connect assessment techniques with inclusion, demonstrating that music teachers are teaching to each student’s ability. This study used the case study methodology in the qualitative approach with teacher interviews, surveys, and several classroom observations to analyze the data. The data was coded, and names of people and the school district were anonymized to protect the privacy of those involved. After the data was analyzed, the best strategies for assessment as well as how to use those assessments were provided. The purpose of this project is to present findings on how methods of assessment can increase the success of all students in the inclusive general music classroom.
Author: Mary Elizabeth Quigley Publisher: ISBN: Category : Middle school education Languages : en Pages : 79
Book Description
This project contains an analysis of the current inclusion and assessment practices of the middle school (7th and 8th grade) general music classroom. There are many studies concerning inclusion of students with special needs and the importance of assessments in teaching music. However, there are very few studies that connect assessment techniques with inclusion, demonstrating that music teachers are teaching to each student’s ability. This study used the case study methodology in the qualitative approach with teacher interviews, surveys, and several classroom observations to analyze the data. The data was coded, and names of people and the school district were anonymized to protect the privacy of those involved. After the data was analyzed, the best strategies for assessment as well as how to use those assessments were provided. The purpose of this project is to present findings on how methods of assessment can increase the success of all students in the inclusive general music classroom.
Author: Kelly A. Parkes Publisher: Routledge ISBN: 0429510926 Category : Music Languages : en Pages : 211
Book Description
Developing and Applying Assessments in the Music Classroom addresses the challenges faced by today’s K-12 educators and future music educators who are expected to utilize and incorporate assessment data as a hallmark of student learning and reflection of effective teaching. Highlighting best practices while presenting current scholarship and literature, this practical workbook-style text provides future music teachers with a framework for integrating assessment processes in the face of a certain lack of understanding and possible dissatisfaction with assessment tools and tasks. Each chapter is prefaced by an overview outlining learning expectations and essential questions, and supplemented throughout by an array of pedagogical features: Discussion prompts Activities and worksheets Learning experiences Expanded reference lists Citing examples across a range of musical settings—e.g. band, chorus, orchestra, jazz, and piano and guitar labs—Developing and Applying Assessments in the Music Classroom builds from the classroom assessment paradigm, encouraging teachers to create assessment tasks most appropriate to their curricula goals and planned student outcomes. Joined by fellow experts in the field Brian C. Wesolowski and Phillip Payne, the authors invite readers to explore and apply the material in authentic ways to inspire student learning through a comprehensive approach to educative assessment.
Author: Brian P. Shaw Publisher: Oxford University Press ISBN: 019060316X Category : Music Languages : en Pages : 200
Book Description
Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. There is an entire chapter devoted to tips for applying assessment and feedback strategies in rehearsals, which can result in a fresh and effective approach to performance preparation. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do, rather than whether they remembered their black socks. A variety of approaches, including Standards-Based Grading, are evaluated in light of music teachers' unique situations. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
Author: Timothy Brophy Publisher: Oxford University Press ISBN: 0190248157 Category : Music Languages : en Pages : 848
Book Description
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
Author: Donna J. Gallo Publisher: ISBN: Category : Curriculum-based assessment Languages : en Pages : 234
Book Description
Problem Statement: The purpose of this study is to find and design valid and reliable performance-based authentic assessments for grades 2 and 4 in the general music classroom. The assessments will be derived from the three artistic processes: creating, performing, and responding to music. The MENC National Standards for Music Education is the basis for the Simsbury Public Schools (SPS) K-12 music curriculum and thus, the development of assessment tasks will focus on those 9 standards. Music educators in the Simsbury Public Schools are expected to follow the curriculum based around those 9 standards, by guiding their students through the three artistic processes. Therefore, most assessments in SPS are performance-based, as the students are normally engaged in active participation and performance. Specific measurement tools will accompany each assessment task which will show either student growth or student achievement. By studying these assessment tasks, tools, and data, educators will be able to gain insight into how to develop tasks, measure them, and quantify data so that it is valid to their classrooms. Most importantly, these tasks and measurement tools will have practical applications in almost any general music classroom, and they will show how performance-based assessments can help teachers and students without disrupting the flow of the classroom, stifling the creativity of the teacher or students, or taking up valuable time in which the students should be engaged in meaningful musical experiences.
Author: Martin Fautley Publisher: OUP Oxford ISBN: 9780193362895 Category : Music Languages : en Pages : 240
Book Description
This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.
Author: Mary Elizabeth Quigley
Author: Mary Elizabeth Quigley
Author: Kelly A. Parkes
Author: Timothy S. Brophy
Author: Brian P. Shaw
Author: Timothy Brophy
Author: Sally Johnson
Author: Frank Abrahams
Author: Donna J. Gallo
Author: Kristy Elaine Talley
Author: Martin Fautley