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

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The Texas Music Assessment 德州音乐评估
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.47
M. Henry
{"title":"The Texas Music Assessment","authors":"M. Henry","doi":"10.1093/oxfordhb/9780190248130.013.47","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.47","url":null,"abstract":"Although music is a required subject and a part of the state-mandated curriculum for kindergarten through grade twelve in Texas public schools, it is not a part of the mandatory State of Texas Assessments of Academic Readiness. In 2004, the Texas Music Educators Association (TMEA), in conjunction with the Texas Music Administrators Conference (TMAC), identified the need for a music assessment tool that would allow music educators in the state to determine the extent to which their programs and students are meeting the state-mandated curricular requirements. This chapter traces the development of the Texas Music Assessment (TMA) from its inception, including the construction of a statewide curriculum, the creation of knowledge- and skill-based content, and the development of a suitable Web-based delivery system for all content, to its current form.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125718358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Spotlight on Children and Young People with Complex Special Needs 关注有复杂特殊需要的儿童和青少年
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.70
Helen Farrell
{"title":"Spotlight on Children and Young People with Complex Special Needs","authors":"Helen Farrell","doi":"10.1093/oxfordhb/9780190248130.013.70","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.70","url":null,"abstract":"As Donald Rumsfeld, former US Secretary of Defense stated in February 2002, “there are known knowns … there are things we know that we know … there are known unknowns … that is to say, there are things that we now know we don’t know.” There are an estimated 1 billion persons around the world who live with complex special needs. Multidisciplinary special music education practitioner teams devote extraordinary time and energy to nurture musical communities that are inclusive of diverse cohorts of children and young people. In this chapter, Allan, Laurence, Catherine, Karen, Mary, and Brigit help tell the story. The chapter focuses on this question: What and where are the challenging, sometimes-controversial dilemmas, cultures, and big issues for those who share a common mission and vision of quality musical experiences and activities for all? The chapter undertakes a systematic review of some of the relevant information and scholarly evidence-based research in a diversity of disciplines. There appears to be cause for cautious optimism despite noisy contests of challenging, sometimes controversial dilemmas, cultures, and big issues. Provision of quality musical experiences and activities for benefit of all students appears to have progressed.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134357473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Music in Early Childhood 评估儿童早期音乐
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.57
Maria Runfola
{"title":"Assessing Music in Early Childhood","authors":"Maria Runfola","doi":"10.1093/oxfordhb/9780190248130.013.57","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.57","url":null,"abstract":"In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132610308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Practical Tools and Strategies for Assessing Aural Skills 评估听觉技能的实用工具和策略
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.66
Nathan O. Buonviri
{"title":"Practical Tools and Strategies for Assessing Aural Skills","authors":"Nathan O. Buonviri","doi":"10.1093/oxfordhb/9780190248130.013.66","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.66","url":null,"abstract":"This chapter focuses on assessment of three aural skills: sight-singing, dictation, and error detection. Relevant research is synthesized to offer numerous examples of how aural skills assessments can be created and conducted at all educational levels prior to university study, and recommendations for filling several gaps in aural skills instruction and assessment are provided. Issues and challenges in aural skills instruction are addressed, including teacher preparation and confidence, use of technological tools, and “teaching to the test.” The chapter closes with these recommendations: School music teachers should incorporate aural skills practice and assessment into multiple musical course offerings; infuse instruction and assessment with relevant musical material; begin aural skills instruction early in the music curriculum; and incorporate technological tools into instruction for assessment purposes when appropriate.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130935364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analyzing Student Data to Inform Instruction and Increase Student Growth 分析学生数据，为教学提供信息，促进学生成长
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.62
Denese Odegaard
{"title":"Analyzing Student Data to Inform Instruction and Increase Student Growth","authors":"Denese Odegaard","doi":"10.1093/oxfordhb/9780190248130.013.62","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.62","url":null,"abstract":"This practice-focused chapter describes analyzing student work (ASW), a process used by some music teachers in the United States to assess student work, analyze the results, and modify and improve instructions based on that analysis. Throughout the ASW process, specific qualities of student work are assessed using rubrics (markschemes). For teachers, the ASW process addresses the two questions “What do we do if a student is not proficient?” and “What do we do if a student is proficient and beyond?” The ASW process focuses on one aspect of student work at a time and provides data that enables teachers to modify instruction to improve student learning. Teachers can use data yielded from the ASW process in three ways: (1) to inform instruction and improve student proficiency; (2) to describe student work present and missing to construct a rubric; and (3) build consensus in scoring student work as a data team.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133102020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive Assessment in Music Education 音乐教育中的文化反应性评价
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.69
Ebru Tuncer-Boon
{"title":"Culturally Responsive Assessment in Music Education","authors":"Ebru Tuncer-Boon","doi":"10.1093/oxfordhb/9780190248130.013.69","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.69","url":null,"abstract":"This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, this chapter opens up new ways of understanding differences in human cognitive functions, cross-cultural varieties in musical perceptions, music teaching, learning, and educational achievement.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134645422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessment and Critical Pedagogy 评估与批判教学法
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.51
F. Abrahams
{"title":"Assessment and Critical Pedagogy","authors":"F. Abrahams","doi":"10.1093/oxfordhb/9780190248130.013.51","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.51","url":null,"abstract":"This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124852547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Singing Voice Development 评估嗓音发展
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.64
Joanne Rutkowski
{"title":"Assessing Singing Voice Development","authors":"Joanne Rutkowski","doi":"10.1093/oxfordhb/9780190248130.013.64","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.64","url":null,"abstract":"This chapter focuses on various tools and strategies that have been used in research studies for assessing singing voice development, particularly of children. The chapter is organized around the following: A definition of singing development, which includes use of the singing voice (vocal registers) and then pitch accuracy, is provided. An overview of approaches used in research to assess singing development is then presented. These approaches include singing tasks, such as echoing patterns and singing a song, which the children perform to have their singing assessed, human raters using rating scales/rubrics to assess children’s singing, and technology. A more thorough discussion of selected rubrics and rating scales as well as suggested protocols for using them follows. Recommendations for using these tools and strategies for applications in research and classroom settings are included.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127185197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Assessment and Orff Schulwerk Pedagogy 评价与奥尔夫·舒尔沃克教学法
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.60
Daniel C. Johnson
{"title":"Assessment and Orff Schulwerk Pedagogy","authors":"Daniel C. Johnson","doi":"10.1093/oxfordhb/9780190248130.013.60","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.60","url":null,"abstract":"This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125500273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Assessment in the Kodály Classroom Kodály课堂评估
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.59
Susan Leithold-Bowcock, Ann C. Kay
{"title":"Assessment in the Kodály Classroom","authors":"Susan Leithold-Bowcock, Ann C. Kay","doi":"10.1093/oxfordhb/9780190248130.013.59","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.59","url":null,"abstract":"This chapter describes ways in which students in Kodály-based classrooms can be assessed for skills competencies, and makes the case that the acquisition of skills accompanied by assessment is the key to both musicianship and brain development. After a brief description of the Kodály philosophy, pedagogy, and its adaptation in the United States, it discusses the integrated K-5 music curriculum-instruction-assessment system in the Owatonna Public Schools District #761, in Owatonna, Minnesota, that has been continuously updated since it was first started over twenty-five years ago. The chapter then provides examples of each segment and describes how the teachers choose skills to assess, create and use rubrics, and conduct assessments. In addition, it includes examples of assessment in Kodály-based band, sixth-grade composition, and eighth-grade choir classes from other schools. Lastly, it addresses the application of national standards in the Kodály classroom.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126550026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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