A Profile of High-Stakes Assessment Practices in Music Teacher Education

Autor/in	Prichard, Stephanie
Titel	A Profile of High-Stakes Assessment Practices in Music Teacher Education
Quelle	In: Journal of Music Teacher Education, 27 (2018) 3, S.198-209 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083717750079
Schlagwörter	High Stakes Tests; Music; Music Education; Music Teachers; Teacher Education Programs; Preservice Teacher Education; Preservice Teachers; Teacher Surveys; Pedagogical Content Knowledge; Performance Based Assessment; Questionnaires + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Leistungsermittlung; Fragebogen
Abstract	The purpose of this study was to identify and describe high-stakes assessment practices in the field of music teacher education. Furthermore, I sought to compare institutional capstone assessment practices with state licensure requirements. Research questions involved the status of high-stakes assessments of general, content, and pedagogical knowledge, as well as high-stakes teacher performance assessments (e.g., edTPA). Participants in this study included faculty representatives (N = 274) from National Association of Schools of Music-accredited music teacher education programs across all 50 states. The majority of participants indicated that preservice candidates were required to pass a test of general knowledge as a gatekeeper to acceptance into the music teacher licensure program, as well as a variety of other examinations prior to graduation. More than one half of participants reported that their institution required music teacher candidates to complete a teacher performance assessment (e.g., edTPA). Alignment between state and institution requirements was varied. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01