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Assessment in the general music clas...

Ingrassellino, Jessica Anne Parrotte.

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Assessment in the general music classroom: A contextual examination.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessment in the general music classroom: A contextual examination./
Author:	Ingrassellino, Jessica Anne Parrotte.
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706521
ISBN:	9781321804522

Assessment in the general music classroom: A contextual examination.
Ingrassellino, Jessica Anne Parrotte.

Assessment in the general music classroom: A contextual examination. - 176 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

Assessment is a charged word in educational circles, evoking emotions from excitement to anger among busy teachers who feel pressure from the growing demands that assessment has placed on their job as educators. Even among scholars, the meaning of assessment is not totally clear, with several 'definitions' persisting. Despite mixed feelings toward assessment, long standing bodies of research (Asmus 1999; Black et. al. 2004; Brophy, 2000; Gusky, 2003; Wiggins, 1998; Bloom, Hastings & Madaus, 1971) suggest that assessment is part of the process of teaching and learning. Further, these researchers and practitioners define several styles of assessment, and discuss how different styles of assessment affect teaching and learning.

ISBN: 9781321804522Subjects--Topical Terms:

3168367
Music education.

Assessment in the general music classroom: A contextual examination.
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020 $a 9781321804522
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100 1 $a Ingrassellino, Jessica Anne Parrotte. $3 3179055
245 1 0 $a Assessment in the general music classroom: A contextual examination.
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Harold Abeles.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a Assessment is a charged word in educational circles, evoking emotions from excitement to anger among busy teachers who feel pressure from the growing demands that assessment has placed on their job as educators. Even among scholars, the meaning of assessment is not totally clear, with several 'definitions' persisting. Despite mixed feelings toward assessment, long standing bodies of research (Asmus 1999; Black et. al. 2004; Brophy, 2000; Gusky, 2003; Wiggins, 1998; Bloom, Hastings & Madaus, 1971) suggest that assessment is part of the process of teaching and learning. Further, these researchers and practitioners define several styles of assessment, and discuss how different styles of assessment affect teaching and learning.
520 $a This study investigated how music teachers in middle and high school general music classrooms perform assessment. Three general music teachers from grades 8-12 were selected for this multiple case study. Data collected included e-mails, interviews, videos of teaching, participant responses, and notes from site visits.
520 $a Data were analyzed through coding and transcription of e-mails, interviews, and videos, and participant responses. Analysis was informed by four overarching pillars: physical, political, philosophical, and socio-cultural influences on the teaching and learning environment. These four pillars framed the exploration of data to investigate the following: how assessment is performed, by teachers, in the general music classroom; how understanding of current practices can be used to improve music teaching and learning; how various influences on the classroom environment affect how assessment is conducted; and how the growing political and public demand for assessment data affects music classroom instruction.
520 $a Results indicate that assessment is a performative activity that occurs with frequency. Responses of teachers show that they do not attend to much of their assessment practice. Physical and socio-cultural factors have a larger impact on daily assessment practices of music educators than is represented in the literature. It is recommended that further research be conducted in daily assessment practices of music educators in all disciplines (instrumental, choral) with attention paid to how each of the four pillars affects teacher performance of music assessment.
590 $a School code: 0055.
650 4 $a Music education. $3 3168367
650 4 $a Curriculum development. $3 684418
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690 $a 0727
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706521