Date of Award

August 2013

Degree Type

Thesis

Degree Name

Master of Music

Department

Music

First Advisor

Scott E. Emmons

Committee Members

Sheila Feay-Shaw

Keywords

Assessment, Comprehensive Musicianship, Core Arts Standards, Cornerstone Assessments, Music, Standards

Abstract

The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement.

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