東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Music assessment collaboration model for secondary music teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music assessment collaboration model for secondary music teachers./
作者:	Reid, Mary.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 68-01, Section: A.
Contained By:	Dissertations Abstracts International68-01A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3202761
ISBN:	9780542508615

Music assessment collaboration model for secondary music teachers.
Reid, Mary.

Music assessment collaboration model for secondary music teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 131 p.

Source: Dissertations Abstracts International, Volume: 68-01, Section: A.

Thesis (Ed.D.)--University of California, Los Angeles, 2005.

This item must not be sold to any third party vendors.

This action research project led eight experienced secondary music teachers through a series of lessons designed to provide them with the knowledge and skills to assess their students' progress in meeting the California State Music Content Standards. The curriculum followed a process known as backward-mapping, which promotes "uncovering" the big ideas or learning goals in selected standards. Teachers were split into two equal size teams and worked together with a facilitator who introduced and explained how to deconstruct or "unwrap" the standards and then worked backward, logically, to the instruction necessary to meet them. To gain teachers' active engagement and to tap their wisdom, they created scoring guides or rubrics (consisting of evaluative criteria that a scorer uses when grading a student's response). Both designs took place within a two-month time frame, which included designing and implementing the assessment, and checking for understanding. While I set out to teach teachers how to use music standards and assessments incorporating backward planning, what I found was that the process yielded much more than just improving their teaching. My intuition was correct---the process actually provided evidence indicating that music teachers learned to work collaboratively to write effective and meaningful assessments that are aligned to the music standards. As a result of this research, I found that with the correct guidance, facilitators were able to induce teachers to use standards-based instruction and assessment information to create a music program that is more rigorous, which will better serve the students' development as musicians and educate parents, administrators and the public. It may seem like a logical conclusion, but music teachers are not given the opportunity to work together at this level. Allowing teachers the freedom to collaborate using their own creativity brings rewards, such as innovative instructional practices.

ISBN: 9780542508615Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Backward-mapping

Music assessment collaboration model for secondary music teachers.
LDR:03249nmm a2200385 4500 001 2344500
005 20220523132513.5
008 241004s2005 ||||||||||||||||| ||eng d
020 $a 9780542508615
035 $a (MiAaPQ)AAI3202761
035 $a AAI3202761
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reid, Mary. $3 569405
245 1 0 $a Music assessment collaboration model for secondary music teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2005
300 $a 131 p.
500 $a Source: Dissertations Abstracts International, Volume: 68-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Wilms, Wellford.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 2005.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This action research project led eight experienced secondary music teachers through a series of lessons designed to provide them with the knowledge and skills to assess their students' progress in meeting the California State Music Content Standards. The curriculum followed a process known as backward-mapping, which promotes "uncovering" the big ideas or learning goals in selected standards. Teachers were split into two equal size teams and worked together with a facilitator who introduced and explained how to deconstruct or "unwrap" the standards and then worked backward, logically, to the instruction necessary to meet them. To gain teachers' active engagement and to tap their wisdom, they created scoring guides or rubrics (consisting of evaluative criteria that a scorer uses when grading a student's response). Both designs took place within a two-month time frame, which included designing and implementing the assessment, and checking for understanding. While I set out to teach teachers how to use music standards and assessments incorporating backward planning, what I found was that the process yielded much more than just improving their teaching. My intuition was correct---the process actually provided evidence indicating that music teachers learned to work collaboratively to write effective and meaningful assessments that are aligned to the music standards. As a result of this research, I found that with the correct guidance, facilitators were able to induce teachers to use standards-based instruction and assessment information to create a music program that is more rigorous, which will better serve the students' development as musicians and educate parents, administrators and the public. It may seem like a logical conclusion, but music teachers are not given the opportunity to work together at this level. Allowing teachers the freedom to collaborate using their own creativity brings rewards, such as innovative instructional practices.
590 $a School code: 0031.
650 4 $a Music education. $3 3168367
650 4 $a Secondary education. $3 2122779
653 $a Backward-mapping
653 $a Collaboration
653 $a Music assessment
653 $a Music teachers
653 $a Secondary teachers
690 $a 0522
690 $a 0533
710 2 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertations Abstracts International $g 68-01A.
790 $a 0031
791 $a Ed.D.
792 $a 2005
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3202761