TY  - BOOK
AU  - Brophy,Timothy S.
ED  - Oxford University Press.
TI  - The Oxford handbook of assessment policy and practice in music education
T2  - [Oxford handbooks]
SN  - 9780190248093
AV  - MT1 .O92 2019
PY  - 2019///-
CY  - New York, NY
PB  - Oxford University Press
KW  - Music
KW  - Instruction and study
KW  - Evaluation
N1  - Includes bibliographical references and index; Volume 1; Part I. Assessment policy in music education. Policy and philosophy. Assessment policy in music education; / Richard Colwell; -- The philosophy of assessment in music education; / Roger Mantie; -- Education policy and assessment in music; / Patrick Schmidt; -- International Perspectives. Music assessment policy in Africa; / Meki Nzewi; -- Curriculum-based policy in music assessment: Asian perspectives; / Hsiao-Fen Chen; -- Assessing music teaching and learning in Spanish speaking countries in South America; / Ana Lucia Frega and Ramiro Limongi; -- Assessment policy and music education: perspectives from North America; / Glenn Nierman and Richard Colwell; -- Music assessment in Australian higher education; / Don Lebler; -- National perspectives. Assessment policy and practice in secondary schools in English national curriculum; / Martin Fautley; -- Assessment in German music education; / Andreas Lehmann-Wermser; -- The assessment of music learning in the Italian education system; / Dario DeCicco; -- Music education assessment policy and practice in Turkey; / Dilek Göktürk-Cary; -- Curriculum and assessment in music education in Russia: perspectives from the past; / Alena V. Holmes; -- Brazilian policies on education assessment: higher education perspectives; / Sergio Figueiredo and Luciana Del-Ben; -- Assessment in music classes in China; / Dennis Ping-Cheng Wang; -- Policy and practice of assessment in music education: the case of Singapore; / Wei-Shin Leong and Julie Tan; -- Assessment policy and practice in music education in Taiwan, Republic of China (R.O.C); / Ming-Jen Chuang and Sheu-Yuh Lin; -- Music assessment policy and practice in the United States; / Bret P. Smith; -- Part II. Measurement. Theoretical Foundations. Psychometric considerations for music performance assessments; / Suzanne Lane and Ya Zhang; -- Validity, reliability, and fairness in music testing; / Brian C. Wesolowski and Stephanie A. Wind; -- Classical test theory and music testing; / James Austin; -- Item response theory and music testing; / Brian Wesolowski; -- Theories and practices of sequential curriculum alignment: curriculum design and assessment for a 21st century education through music; / Demaris Hansen; -- Test development. An overview of music tests and their uses; / Richard Colwell; -- Developing tests of music performance improvisation; / Gary E. McPherson; -- Assessment of creative potential in music; / Peter Webster; -- Performance assessment and rubric design; / Christy Schneider, Charles dePascale, and Jennifer S. McDonel; -- The development of standards-based assessments in music; / Frederick Burrack and Kelly A. Parkes; -- Cross-cultural and standards-based assessment of the African musical arts; / René Human; -- Part III. Assessment in Higher Music Education. Music assessment in higher education; / Frederick Burrack; -- Observations of music educators for teacher evaluation; / David C. Edmund and Jian-Jun Chen-Edmund; -- Using accountability to improve student learning in higher education music programs; / Jeffrey Ward; -- Assessment in the applied studio in higher education; -- Kelly A. Parkes; / Part IV. Music teacher evaluation. An overview of music teacher education; / Douglas C. Orzolek; -- Observations of music educators for teacher evaluation; / Johanna J. Siebert; -- Music teacher evaluation and student growth in music; / Dru Davison and Ryan A. Fisher; -- Measuring dispositions in pre-service music educators; / Kelly A. Parkes, Gary K. Ritcher, Paul F. Doerksen; -- Challenges in reliability and validity in music teacher evaluation; / Laura Goe and Timothy S. Brophy --; Volume 2; Part I. Music assessment in the United States. Legislation and common law impacting assessment practices in music education; / Joshua A. Russell; -- The impact of state testing on American music classrooms; / Ronald G. Sherwin and Sarah H. McQuarrie; -- High-stakes assessment in music; / Glenn E. Nierman; -- The status of arts assessment in the United States; / Marcia McCaffrey and Linda T. Lovins; -- Connecticut common music assessments: collaboratively building capacity and exemplars; / Richard Wells and Scott C. Shuler; -- The Florida performing fine arts assessment project; / Steven N. Kelley, Beth Cummings, and Mary Grace Gordon; -- Kentucky policies and practices for assessment in music education: past, present, and future; / Robyn Swanson and Philip Shepherd; -- Washington state's classroom-based performance assessments: formative and summative design for music education; / Ann René Joseph; -- The Texas music assessment: grassroots development of a statewide music test; / Michele Hentry; -- A Colorado partnership for assessment in music education; / Mark Hudson and Karol Gates; -- Measuring student learning in Michigan: the Michigan arts education assessment and instruction project; / Ryan Shaw and Cynthia Crump Taggart; -- The South Carolina arts assessment program; / Ashlee Lewis, Yin Burgess, and Xumei Fan; -- Part II. The assessment of student music learning. Assessment and critical pedagogy: a perspective from the United States; / Frank Abrahams; -- Making assessment meaningful, measurable, and manageable in the secondary music classroom; / Paul H. Kimpton and Ann Kaczkowski Kimton; -- Assessment practices of American band directors; / Charles J. Vaughan; -- Assessment practices of American choral music educators; / Al D. Holcolmb; -- Assessment practices of American orchestra directors; / Kirk Moss, Stephen Benham, and Kristen Pellegrino; -- Assessment practices in American elementary general music classrooms; / Jeff Marlatt; -- Assessing music in early childhood; / Maria Runfola; -- Assessment in the music learning theory-based classroom; / Jill A. Reese and Heather N. Shouldice; -- Assessment in the Kodály classroom; / Sue Leithold-Bowcock and Ann C. Kay; -- Assessment and Orff Schulwerk pedagogy; / Daniel Johnson; -- Assessment in the Dalcroze classroom; / Marja-Leena Juntunen and Cassandra Eisenreich; -- Analyzing student data to inform instruction and increase student growth; / Denese Odegaard; -- Assessing music learning through compositions; / Clint Randles; -- Assessing singing voice development; / Joanne Rutkowski; -- Self-sssessment of singing accuracy; / Patricia Riley; -- Practical tools and strategies for assessing aural skills; / Nathan Buonviri; -- Assessing music listening; / Keith Thompson; -- The assessment of adult music learning in the United States; / Jeremy Lane; -- Culturally responsive assessment in music education; / Ebru Tuncer-Boon; -- Spotlight on children and young people with complex special needs; / Helen Farrell; -- Evidence-based practices for music instruction and assessment for P-12 students with autism spectrum disorder; / Robyn Swanson; -- Part III. Assessment and music technology. Policy, standards, and assessment in technology-based music instruction; / Jay Dorfman; -- Technical issues related to computerized music performance assessment; / Daniel Massoth; -- Assessing music learning with technology; / William Bauer; -- Assessment in music education: the state of the art; / Timothy S. Brophy
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