An Emerging Process of Assessment in Music Education. (March 2019)

• Record Type: Journal Article
• Authors: Payne, Phillip D.; Burrack, Frederick; Parkes, Kelly A.; Wesolowski, Brian
• Is Part Of: Music educators journal. Volume 105:Number 3(2019)
• Page Start: 36
• Page End: 44
• Publication Date: 2019-03
• Subjects: assessment -- documentation -- K–12 music education -- Model Cornerstone Assessments; Music -- Instruction and study -- United States -- Periodicals; 780.71
• DOI: 10.1177/0027432118818880
• Languages: English
• ISSNs: 0027-4321

Abstract

An effective assessment process can improve student performance, guide instructional decisions, and advocate for a music program. Strategies include designing and administering reliable and valid measures of student learning and using assessments to enhance feedback, longitudinal documentation of assessment results for accountability, and a transparency of assessment processes and findings for increased advocacy. An emerging process of assessment is inherent through the Model Cornerstone Assessments and contributes to an evolving assessment culture within K–12 music education.