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Performance-based assessment and its...

Yampolsky, Michele Resh.

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Performance-based assessment and its impact on instruction and the role of the music educator.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Performance-based assessment and its impact on instruction and the role of the music educator./
作者:	Yampolsky, Michele Resh.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1769.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014824
ISBN:	0493257705

Performance-based assessment and its impact on instruction and the role of the music educator.
Yampolsky, Michele Resh.

Performance-based assessment and its impact on instruction and the role of the music educator. - 239 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1769.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

As arts educators seek a secure place for the arts as a core content area and integral part of the curriculum, the most critical issue is how to deal with the assessment of student learning in the arts. The purpose of this study was to describe the impact of performance based assessment strategies on instruction and the role of the music educator.

ISBN: 0493257705Subjects--Topical Terms:

1017808
Education, Music.

Performance-based assessment and its impact on instruction and the role of the music educator.
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245 1 0 $a Performance-based assessment and its impact on instruction and the role of the music educator.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1769.
500 $a Sponsor: Lenore Pogonowski.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a As arts educators seek a secure place for the arts as a core content area and integral part of the curriculum, the most critical issue is how to deal with the assessment of student learning in the arts. The purpose of this study was to describe the impact of performance based assessment strategies on instruction and the role of the music educator.
520 $a Qualitative in design, six music teachers from the Randolph Township Schools in New Jersey were interviewed by the researcher, who was also the Supervisor of Music. Research questions were derived from two sources: <italic> Professional Learning Plan</italic>/<italic>Development Portfolio</italic> and <italic>The Learning Cycle for Teacher Development</italic> as written by Mary Dietz. Designed to focus and facilitate reflection regarding professional practice, the research questions provided the framework for the structured interviews. Connecting research about artistic thinking and learning, assessment, and the changing context of teaching and its implications for music instruction was a related area of focus in this study.
520 $a A classroom culture that values performance assessments and invites students to solve musical problems in authentic contexts requires a reconceptualization of the role of the teacher. Responses to the research questions are consistent with the following: (1) Teachers' prior beliefs and experiences affect what they learn; (2) Designing and implementing quality assessments take time and effort; (3) It is important for teachers to model reflective thinking and attitudes; (4) Content knowledge and performance skill are crucial to learning how to teach music as a subject and as an art form; (5) It is important to engage students in all kinds of musical behavior.
520 $a Further research is needed to examine teacher training programs, staff development, and school culture that supports this reflective approach to teaching and learning. Implications for the use of qualitative assessment in other disciplines also need to be studied. There is a need to engage teachers as collaborators with researchers to help connect what research tells us with best practice.
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