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ERIC Number: EJ1179738
Record Type: Journal
Publication Date: 2018-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1057-0837
A Profile of High-Stakes Assessment Practices in Music Teacher Education
Prichard, Stephanie
Journal of Music Teacher Education, v27 n3 p198-209 Jun 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A