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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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Assessing Music Learning with Technology 用科技评估音乐学习
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.74
William Bauer
{"title":"Assessing Music Learning with Technology","authors":"William Bauer","doi":"10.1093/oxfordhb/9780190248130.013.74","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.74","url":null,"abstract":"The purpose of this chapter is to describe and discuss ways in which technology may be used to assess student learning outcomes focused on knowledge, skills, processes, and products related to creating, performing, and responding to music. Topics include (1) assessment principles essential to high-quality technology-assisted musical assessment, (2) the design of assessment tasks and procedures facilitated by technology, (3) applications of technology to assessment instruments and assessment management, and (4) technology for assessing learning outcomes related to creating, performing, and responding to music. Technology has the potential to transform assessment in music education, and through that to make a major impact on student learning. Up-to-date links to various technology resources related to this chapter can be accessed at http://www.oup-assessment.billbauer.me.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"35 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":"134374549","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 Practices of American Choral Music Educators 美国合唱音乐教育工作者的评价实践
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.54
Alexis M. Holcomb
{"title":"Assessment Practices of American Choral Music Educators","authors":"Alexis M. Holcomb","doi":"10.1093/oxfordhb/9780190248130.013.54","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.54","url":null,"abstract":"This chapter describes traditional and student-centered assessment practices used in American school choral settings. It presents choral assessment as a means for communicating expectations to students, improving teaching and learning, evaluating achievement with objectivity, and providing multiple sources of feedback toward improvement. Technology-assisted assessment, student-constructed portfolios, and Model Cornerstone Assessments are highlighted as efficient ways to demonstrate accountability of standards-based learning in the choral ensembles. The chapter provides a rationale for choral music educators to explore student-centered assessment practices, including student-developed rubrics, ongoing opportunities for reflection and revision, and use of multiple sources of feedback to promote critical thinking, problem-solving, and musical independence. It suggests that increased emphasis on emerging assessment practices in choral music educator preparation and professional development is needed to influence choral music educators’ practice of meaningful assessment.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"24 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":"134124321","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
Measuring Student Learning in Michigan 衡量密歇根州学生的学习情况
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.49
Cynthia Crump Taggart, Ryan D. Shaw
{"title":"Measuring Student Learning in Michigan","authors":"Cynthia Crump Taggart, Ryan D. Shaw","doi":"10.1093/oxfordhb/9780190248130.013.49","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.49","url":null,"abstract":"States have pursued various paths in their quest for high-quality assessments that would facilitate measures of student achievement/growth in traditionally nontested subjects and grades. In 2012, Michigan began an ambitious arts assessment program, termed the Michigan Arts Education Instruction and Assessment project (MAEIA), which produced three tools: an arts education blueprint, a program review tool, and arts assessment specifications/prototypes. Projects like MAEIA present opportunities to understand and contextualize current trends and the broader context of arts assessment and arts standards. This chapter discusses the local and national context for the MAEIA work and reviews the components of the project. It details the project work to date, offering a critical analysis of the project’s process, goals, outcomes, and the successes and challenges inherent to the work. Last, it offers conclusions and discusses the implications and unresolved questions surrounding the MAEIA project.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"66 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":"116618188","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 Practices in American Elementary General Music Classrooms 美国小学普通音乐课堂评价实践
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.56
J. Marlatt
{"title":"Assessment Practices in American Elementary General Music Classrooms","authors":"J. Marlatt","doi":"10.1093/oxfordhb/9780190248130.013.56","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.56","url":null,"abstract":"Children in the elementary general music classroom assume multiple roles as they create, perform, respond to, and make connections through music. When children create, they demonstrate musical knowledge, skills, and understandings as they compose and improvise. As performers, they demonstrate musical skill and technique while moving, singing, and playing. To make meaning in music, children respond by listening and evaluating. Finally, when relating artistic experiences they make connections to enhance personal meaning and relevancy. The elementary general music specialist is in a unique position to assess these diverse behaviors in an authentic manner. Music teachers gather and interpret assessment information, record student progress, and communicate student success. An examination of best-practice assessment strategies in American elementary general music classroom is included in this chapter.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"3 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":"130085308","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 Listening 评估音乐听力
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.67
K. Thompson
{"title":"Assessing Music Listening","authors":"K. Thompson","doi":"10.1093/oxfordhb/9780190248130.013.67","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.67","url":null,"abstract":"Music listening is defined as a multifaceted process through which individuals become actively involved in making sense of the sounds, feelings, and associations that are part of the listening experience. This sense-making involves complex mental processes resulting in unique musical experiences created by individual listeners. Listening is a way of doing music. While each listening encounter is highly personalized and covert, various components can be shared through verbal, visual, gestural transductions and these provide a basis for assessing music listening. It is suggested that the emphasis in assessment of music listening be on the degree to which the listener successfully engages in the process of sense-making, rather than being limited to the sounds the listener hears. Examples of assessment strategies are provided.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"4 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":"129527302","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
Connecticut Common Music Assessments 康涅狄格普通音乐评估
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.43
R. Wells, Scott C. Shuler
{"title":"Connecticut Common Music Assessments","authors":"R. Wells, Scott C. Shuler","doi":"10.1093/oxfordhb/9780190248130.013.43","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.43","url":null,"abstract":"Connecticut’s Common Music Assessment initiative positively impacted music education and, more broadly, arts education. This seven-year project culminated a series of Connecticut State Department of Education initiatives structured around the artistic process model. Teachers from Connecticut and other states formed professional learning communities (PLCs) to create, pilot, and refine standards-based units with embedded performance assessment and benchmarked student work addressing singing, composition, and improvisation. Key elements included an emphasis on student self-assessment and the power of PLCs centered on the examination of student work. These units were adopted or adapted by teachers across the United States and internationally. The initiative fostered a generation of curriculum and assessment leaders, and informed the development of the National Core Arts Standards and Model Cornerstone Assessments (MCAs). The MeasureSuccess.org site developed to facilitate this project and MCA piloting provides a platform for PLCs to engage in transformative processes such as benchmarking, standard-setting, and calibration and to disseminate units/tasks.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"24 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":"126203171","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
Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom 中学音乐课堂评价的有意义、可测量、可管理
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/OXFORDHB/9780190248130.013.52
P. Kimpton, A. Kimpton
{"title":"Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom","authors":"P. Kimpton, A. Kimpton","doi":"10.1093/OXFORDHB/9780190248130.013.52","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780190248130.013.52","url":null,"abstract":"The purpose of this chapter is to challenge secondary music educators to incorporate assessment best practices in creating music assessments that are meaningful, measurable, and manageable. To do so, music educators must recognize the commonalities between assessment of music and assessment of other disciplines. Assessments also should assess specific performance, written theory, and listening theory skills that directly relate to the music being taught in the classroom. Teachers then will be able to identify individual and ensemble strengths and weaknesses, share visual displays of data, provide specific feedback, and adjust instruction accordingly. Additionally, students must be involved in the assessment process by being given opportunities to self-assess and peer assess, articulate and/or demonstrate standards, set and adjust learning goals, and reflect on progress. As a result of rethinking assessment in the music classroom, music educators have the opportunity to strengthen music’s role as a valuable curricular subject in US schools.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"1 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":"130829689","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 Practices of American Orchestra Directors 美国乐团指挥的评估实践
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.55
Kirk D. Moss, Stephen J. Benham, Kristen Pellegrino
{"title":"Assessment Practices of American Orchestra Directors","authors":"Kirk D. Moss, Stephen J. Benham, Kristen Pellegrino","doi":"10.1093/oxfordhb/9780190248130.013.55","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.55","url":null,"abstract":"After reviewing a small body of literature on the assessment practices of American orchestra directors, this chapter quickly shifts attention to conducting original research. It describes a descriptive survey study with American String Teachers Association (ASTA) members (N = 416) that found performance-based assessments were the most frequently used form of formal assessment to evaluate technique, musicianship skills, creative musicianship, and ensemble skills. Music literacy was nearly equally split between performance-based and written assessments, while evaluation of music and musical performances and historical and cultural elements tended toward written assessments and verbal feedback. Creative musicianship and historical/cultural elements were the top two nonassessed areas, but were still assessed by the vast majority of teachers. Interviews with five string teachers demonstrate that the research participants emphasized performing/playing assessments, focused on student learning/improvement, acknowledged the role of the school district/administration and benefited from its support, and recognized the value in aligning assessment to standards/curriculum.","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":"134389906","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
Legislation and Common Law Impacting Assessment Practices in Music Education 影响音乐教育评估实践的立法和普通法
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.39
J. Russell
{"title":"Legislation and Common Law Impacting Assessment Practices in Music Education","authors":"J. Russell","doi":"10.1093/oxfordhb/9780190248130.013.39","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.39","url":null,"abstract":"The purpose of this chapter is to outline the historical context of and current issues regarding the assessment of musical learning in schools and law. The chapter introduces common legal definitions and practices that lead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices, and the fundamental case law and legislation that impacts how we assess students in our classrooms. Moreover, the chapter introduces recent court cases and decisions impacting how teachers are evaluated. Finally, the chapter offers a series of suggestions to strengthen assessment practices to be more defensible should evaluation decisions be challenged based on previous court decisions or enacted law.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"3 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":"127641279","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
The Assessment of Adult Music Learning in the United States 美国成人音乐学习的评估
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 Pub Date : 2019-03-28 DOI: 10.1093/oxfordhb/9780190248130.013.68
J. Lane
{"title":"The Assessment of Adult Music Learning in the United States","authors":"J. Lane","doi":"10.1093/oxfordhb/9780190248130.013.68","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190248130.013.68","url":null,"abstract":"The purpose of this chapter is to provide a foundational perspective on assessment as it relates to adult music learners. The discussion includes a brief overview of the recent growth of adult musicianship as whole, followed by analysis of adults as music learners, the contexts in which their engagement occurs, and the process used in the instruction of adults, including key differences between these settings and those found in much of public school music education. The discussion continues with the proposal of self-regulated learning as a foundational model for assessment practices with adult musicians, and the chapter concludes with suggestions for future avenues for research and investigation.","PeriodicalId":349234,"journal":{"name":"The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2","volume":"106 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":"117217440","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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