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Recordings of works composed for band and suitable for grades 2-5.
In ¿Assessing Music Performance¿A Valid System for Measuring Student Achievement and Growth,¿ Kevin McNulty, Sr. brings together his many years teaching band and orchestra and his professional judging career that spans over forty years. This breakthrough work gives instrumental and choral directors a solid philosophical basis for assessing performance students, using a performance-based system as the primary means of grading rather than systems used on other subjects, including general music. McNulty contends that only way to accurately measure the desired outcomes of music performance is through the prism of a music-performance teacher¿s background and experience as a musician, and not simply against a list of criteria or an extraneous written exam. Furthermore, while other disciplines in schools use rating almost exclusively, his system supports the notion that rating and ranking are required in music performance evaluation. Ranking not only establishes program standards but also provides distinction, fine-tunes teacher tolerance, provides data for seating and ensemble placement, allows for program measurement, and facilitates the escalation of performance standards year-to-year. ¿Assessing Music Performance¿A Valid System for Measuring Student Achievement and Growth¿ is a ¿must have¿ for all music directors seeking a valid way to grade students and answer the call for all subjects to measure what they teach.
While much attention has been given to the need for assessment and accountability in education, little research has been done showing how to assess and grade music students effectively. There is very little research or information about the grading and assessment in the beginning band, a stage that might possibly be the most important concerning instrumental music. The study sought to determine how and what successful middle school band directors are assessing in beginning band, and how that information is being used when grading students. Surveys were sent to band directors at middle schools with "successful" middle school band programs. The survey asked the participants to rate how often they used various assessment tools, how often they used various assessment tools in determining a student's grade, how important various categories are in a performance assessment, and how often various musical skills are assessed in a beginning band class. For this study, "successful" middle school band programs were defined as band programs who have received a "superior" rating at the Florida Bandmasters Association district concert band music performance assessment with at least one band each of the last four years (N = 59). Surveys were returned by 27 directors (45.8%). Results found that performing on instruments and reading/notating music were the most commonly assessed skills by the participants. The most commonly used assessment tool was found to be the individual playing test. The participants rated posture and air support as the two most important criteria in a beginning band student performance assessment. Finally, the participants rated playing tests, concert attendance, conduct/discipline, and participation as the most important factors in determining a student's final grade.
Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. There is an entire chapter devoted to tips for applying assessment and feedback strategies in rehearsals, which can result in a fresh and effective approach to performance preparation. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do, rather than whether they remembered their black socks. A variety of approaches, including Standards-Based Grading, are evaluated in light of music teachers' unique situations. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
This book provides a collection of performance tasks and scoring rubrics for a number of important topics in primary school school mathematics. Included are many samples of student work which clarify the tasks and anchor the points of the scoring rubrics.
Nonmusical factors affect the Virginia Band and Orchestra Directors Association (VBODA) concert performances and subsequent assessment results; namely, school size, ethnicity, and socioeconomic status. A comparison of ratings given by individual trained evaluators demonstrates interrater reliability. A comparison of final ratings given at different assessment locations and times reflects the reliability of ratings. However, administrators and evaluators must consider nonmusical factors to report instrumental music performance results accurately. Predictor variables included SES, school size, and minority percentage. Outcome variables included overall band rating and band performance literature difficulty. Using an MLR design, the researcher compared data from the 2019 VBODA Concert Assessment (sixteen districts) and Virginia Department of Education (school size, ethnicity, and free and reduced lunch). This quantitative research will improve the Concert Band Assessment, adjudicator training, in-service music teacher development, preservice music teacher training, and equity concerns for underserved populations.