Kentucky Policies and Practices for Assessment in Music Education

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI:10.1093/oxfordhb/9780190248130.013.45

R. Swanson, P. Shepherd

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Abstract

The chapter provides a detailed account of the past, present, and future of Kentucky policies and practices for assessment in music education (1992–2016). Kentucky (Kentucky Department of Education, 1990) was a leader in systemic education reform and development of arts (dance, drama/theatre, music, visual arts) assessments. Three generations of music assessment models may provide direction in the design of a large-scale data-driven school-accountability arts assessment system. These are: first generation (1992–1998), Kentucky Instructional Results Information System (KIRIS); second generation (1998–2009), Commonwealth Accountability Testing System (CATS), focused on individualized student music assessments; and third generation (2009–2016), Unbridled Learning Accountability Model: Next-Generation Instructional Programs and Support with Program Reviews, addressing arts (music) assessments for the evaluation of quality programs. From 2002 to 2006, the Kentucky Music Education Association (KMEA) partnered with the Kentucky Department of Education (KDE) in an experiment using listening prompts versus written prompts in CATS test items.

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肯塔基州音乐教育评估政策与实践

本章详细介绍了肯塔基州音乐教育评估政策和实践的过去、现在和未来(1992-2016)。肯塔基州(肯塔基州教育部，1990年)是系统教育改革和艺术(舞蹈、戏剧/戏剧、音乐、视觉艺术)评估发展的领导者。三代音乐评估模型可以为设计大规模数据驱动的学校问责艺术评估系统提供方向。它们是:第一代(1992-1998)，肯塔基州教学成果信息系统(KIRIS);第二代(1998-2009)，联邦责任测试系统(CATS)，侧重于个性化的学生音乐评估;第三代(2009-2016)，无限制的学习责任模型:下一代教学计划和计划审查支持，解决艺术(音乐)评估质量计划的评估。从2002年到2006年，肯塔基州音乐教育协会(KMEA)与肯塔基州教育部(KDE)合作进行了一项实验，在CATS测试项目中使用听力提示和书面提示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2

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