Assessing the Developing Child Musician : A Guide for General Music Teachers

Acknowledgements ix Introduction xi Foundations for Assessment in General Music 1(30) Why Assess at All? 1(2) Defining a Personal Philosophy of Assessment 3(3) Assessment and Learning Theory: Constructivism and Objectivism 6(9) Assessment, Measurement, Evaluation, and Reflection 15(1) Authentic Assessment in Music 16(2) Assessment Response Modes in Music 18(2) Objectivist-Based Assessment in Music 20(3) Alternative Assessment in Music 23(1) Preparing for Assessment 23(3) Summary 26(1) Questions for Clarification 27(1) Questions for Discussion 28(3) Developing and Managing Assessment Tasks: General Considerations 31(56) The Nature of Cognitive Musical Growth in Children: A Glimpse at the Research 31(10) Musical learning Areas and Assessment Response Modes 41(4) The Classroom Assessment Environment 45(2) Measurement issues: Ensuring Usable Results 47(8) How Much Time Should be Allotted for Assessment? 55(1) Assessment and children with special Needs 56(2) Integrated Projects 58(6) The Musical Aptitude profile 64(4) Designing Single-and Multiple-Criterion Scoring Guides 68(3) The Keys of Keeping Track: Compatible Rubrics and Record keeping Strategies 71(6) Data Collection Forms 77(5) Summary 82(1) Questions for Clarification 83(2) Questions for Discussion 85(2) Assessing the Performing Child Musician 87(60) Related National Standards 87(1) Determining What is Important to Assess 88(4) Assessment Models and Techniques 92(2) Assessing Enabling Competencies 94(8) Assessing Fundamental Aural Discriminations 102(7) Assessing Musical Concepts 109(3) Assessing Performance Technique 112(3) Technical Musical Skill Development 115(2) Vocal Pitch Accuracy: A Glimpse at the Research 117(14) Assessing Musical Qualities 131(3) Musical Skills Achievement 134(2) Keeping Track 136(3) Summary 139(3) Questions for Clarification 142(1) Questions for Discussion 143(1) Assessment Practice 144(3) Assessing the Creating Child Musician 147(78) Related National Standards 148(1) The Nature of Musical Creativity: A Glimpse at the Research 149(9) Determining What is Important to Assess 158(4) Models and Techniques 162(1) Assessing Children's Compositions 163(9) Guided Compositions 172(11) Kindergarten, First Grade: Sequencing and Organizing Tasks Using the Pathway Model 183(1) The Pathway Model 183(3) The Given Rhythm Model 186(1) The Composed Rhythm Model 187(3) Assessing Children's Improvisation 190(13) Assessing Children's Arrangements 203(6) Summary 209(2) Questions for Clarification 211(2) Questions for Discussion 213(1) Assessment Practice 214(11) Assessing the Critically Thinking/Responding Child Musician 225(82) Related National Standards 225(1) Critical Thinking in Music: A Glimpse at the Research 226(8) What is Critical Thinking in Music? 234(1) It All Begins with a Prompt: Steps for Planning Critical Thinking Tasks 235(11) Critical Thinking and Assessment 246(4) Establishing product Evidence of the Musical Thinking Process in Critical Thinking Responses 250(21) Assessing Other Forms of Writing 271(8) An Alternative Verbal Assessment: The Concept Map 279(7) Other Considerations 286(2) Summary 288(2) Questions for Clarification 290(1) Questions for Discussion 291(1) Assessment Practice 292(15) Portfolios and Profiles: Tying It All Together 307(66) What is a Portfolio? 307(1) Getting Started with Portfolio Building 308(2) Data Collection 310(4) From Files to Portfolios 314(2) Organizing the Portfolio 316(13) Assessing the Completed Portfolio 329(2) Planning and Deigning a Portfolio Project for Your Teaching Situation 331(3) Portfolios and the ``Traveling Teacher'' 334(2) Portfolios in Schools with Transient Populations 336(1) Looking Toward the Future: The Digital Music Portfolio 337(1) Reporting Musical Progress to Parents: The Developmental Profile 338(14) Advantages and Challenges of Developmental Progress Reporting 352(8) The Self-Assessment Progress Report 360(2) What If a Grade Must be Given? 362(5) Summary 367(1) Questions for Clarification 368(1) Questions for Discussion 369(1) Assessment Practice 370(3) Implementing a Total Assessment Program 373(18) Administering Tasks 373(4) Post-Task Adjustments 377(1) Administering Pilot Tasks and Benchmarking 378(2) Making a Plan for Implementing Assessment in the Classroom 380(7) Conclusion: Maintaining the Momentum 387(1) Questions for Clarification 388(1) Questions for Discussion 389(2) Appendix A: Whitney's Portfolio 391(50) Appendix B: Pooja's Portfolio, Organizing Pages 441(10) Appendix C: Answers to Questions to Clarification 451(4) Glossary 455(6) References 461(15) Some Resources for Assessment Ideas and Research 476(1) Online Sources for Music Assessment Research and Ideas 477(5) About the Author 482