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Assessment and Strategic Planning.

01 Sep 1999-Music Educators Journal-Vol. 86, Iss: 2, pp 36-40
About: This article is published in Music Educators Journal.The article was published on 1999-09-01. It has received 2 citations till now. The article focuses on the topics: Educational evaluation & Strategic planning.
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01 Jan 2007
TL;DR: Kelly et al. as mentioned in this paper conducted a study to determine how and what successful middle school band directors are assessing in beginning band, and how that information is being used when grading students.
Abstract: While much attention has been given to the need for assessment and accountability in education, little research has been done showing how to assess and grade music students effectively. There is very little research or information about the grading and assessment in the beginning band, a stage that might possibly be the most important concerning instrumental music. The study sought to determine how and what successful middle school band directors are assessing in beginning band, and how that information is being used when grading students. Surveys were sent to band directors at middle schools with "successful" middle school band programs. The survey asked the participants to rate how often they used various assessment tools, how often they used various assessment tools in determining a student's grade, how important various categories are in a performance assessment, and how often various musical skills are assessed in a beginning band class. For this study, "successful" middle school band programs were defined as band programs who have received a "superior" rating at the Florida Bandmasters Association district concert band music performance assessment with at least one band each of the last four years (N = 59). Surveys were returned by 27 directors (45.8%). Results found that performing on instruments and reading/notating music were the most commonly assessed skills by the participants. The most commonly used assessment tool was found to be the individual playing test. The participants rated posture and air support as the two most important criteria in a beginning band student performance assessment. Finally, the participants rated playing tests, concert attendance, conduct/discipline, and participation as the most important factors in determining a student's final grade.%%%%A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music Education.%%%%Degree Awarded: Summer Semester, 2007.%%%%Date of Defense: July 3, 2007.%%%%Evaluation, Performance Assessment, Assessment, Music, Band%%%%Steven Kelly, Professor Directing Thesis; Patrick Dunnigan, Committee Member; Kimberly VanWeelden, Committee Member.

2 citations

01 Jan 2011
TL;DR: This article found that inexperienced teachers seem to be far more unlikely to evaluate their own work than experienced teachers, and teachers with a degree in teaching music in a classroom tend to evaluate themselves alone more often than others.
Abstract: Title: The voluntary evolution - About how music teachers in municipal music schools evaluate and develop their pedagogical work This paper aims to find out if the teachers at the Swedish municipal music schools evaluate and develop their pedagogical methods and everyday teaching. I also explore what methods they use in order to do so, and whether the frequency and methods depend on the teachers' background and amount of experience. The theory chapter of this paper gives a background to why evaluation and development are important to teaching music, and explains different methods of evaluation. The empirical data used for this study comes from a survey I sent to all municipal music schools in Sweden, as well as from interviews with three teachers working at three different municipal music schools. According to the results, there are differences in how frequently teachers evaluate their own work, as well as in how they do it depending on how long they have worked as teachers, and on what kind of education they have. My findings indicate that inexperienced teachers seem to be far more unlikely to evaluate their own work than experienced teachers, and teachers with a degree in teaching music in a classroom tend to evaluate their work alone more often than others. I also found that teachers who teach only classical music seem to be more likely to evaluate their own work than teachers teaching popular music or mixed genres. I also found that teachers more often than not seem to use unsystematic and subjective ways of evaluating their work, rather than a predefined method.