Washington State’s Classroom-Based Performance Assessments

Author(s):  
AnnRené Joseph

How does an entire state assess the arts in every school district at the elementary, middle, and high school levels with interrater validity and reliability? This chapter will summarize how Washington State’s Office of Superintendent of Public Instruction (OSPI) created, developed, designed, piloted, assessed, implemented, and reported arts classroom-based performance assessments (CBPAs), 2003–2016. The OSPI music CBPAs measure what educators value and teach, align with state arts learning standards regarding what all students should know and be able to do in music, and empower teachers to change their practice, resulting in practical significance. Developed by music educators, music CBPAs measure how individual students create, perform, and respond to real-life prompts. The CBPAs are formative and summative in design, and have become part of accountability instructional practices and state policy via annual district implementation verification reports. The vision for the initial CBPA design was: Curriculum + Instruction + Assessment for/ = Learning.

Author(s):  
Susan Hallam

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Svetlana D. Gurieva ◽  
Oksana V. Zashchirinskaia

Purpose The purpose of this paper is to investigate the relationship of values with individual economic behaviour, identifies the correlation between personality values that are conditioned upon the culture, and evaluations of economic behaviour situations on the example of Russian culture. Design/methodology/approach This study involved 222 people of Russian nationality, young entrepreneurs employed in the commercial field, developing their own business. The following methods were used in the study: the methodology for measuring the values of an individual and cultural level; Melbourne Decision Making Questionnaire, a scenario methodology for economic behaviour, which is a short behavioural scenario (model of behaviour), taken from real life. The statistical processing of experimental data was carried out using the IBM SPSS Statistics Version 21 software package. Findings The values with correlated progressive and regressive economic forms of behaviour were identified for modern Russian society. The correlation of factors with progressive and regressive economic behaviour was also identified. Practical implications The practical significance of the study lies in the possibility of applying the results obtained not only in the system of economic education but also in programs to support the business activity of young entrepreneurs. Originality/value The value of this study is determined by the fact that it can be placed in a broader context of research into the relationship between the levels of human consciousness and his behaviour.


Author(s):  
Miao Cheng ◽  
Ah Chung Tsoi

As a general means of expression, audio analysis and recognition have attracted much attention for its wide applications in real-life world. Audio emotion recognition (AER) attempts to understand the emotional states of human with the given utterance signals, and has been studied abroad for its further development on friendly human–machine interfaces. Though there have been several the-state-of-the-arts auditory methods devised to audio recognition, most of them focus on discriminative usage of acoustic features, while feedback efficiency of recognition demands is ignored. This makes possible application of AER, and rapid learning of emotion patterns is desired. In order to make predication of audio emotion possible, the speaker-dependent patterns of audio emotions are learned with multiresolution analysis, and fractal dimension (FD) features are calculated for acoustic feature extraction. Furthermore, it is able to efficiently learn the intrinsic characteristics of auditory emotions, while the utterance features are learned from FDs of each sub-band. Experimental results show the proposed method is able to provide comparative performance for AER.


Author(s):  
Matthew J. Koehler ◽  
Tae Seob Shin ◽  
Punya Mishra

In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that utilized TPACK assessments and determined whether they should be included in our analysis using a set of criteria. We then conducted a study-level analysis focusing on empirical studies that met our initial search criteria. In addition, we conducted a measurement-level analysis focusing on individual measures. Based on our measurement-level analysis, we categorized a total of 141 instruments into five types (i.e., self-report measures, open-end questionnaires, performance assessments, interviews, and observations) and investigated how each measure addressed the issues of validity and reliability. We concluded our review by discussing limitations and implications of our study.


Author(s):  
Jay Dorfman

With the advent of technology-based music instruction, we are at an important juncture in terms of standards and accountability. To date, there are no sets of standards that directly address the ways in which TBMI teachers and students work, and therefore there is a lack of clarity as to how we are accountable to the larger educational culture. Several sets of standards exist that come close; they address either the musical or the technological portions of TBMI, but not both. Others address teachers’ roles or students’ roles, but not both. In this chapter, we will examine relevant sets of standards and explore how they imply accountability for TBMI teachers and students. In 1994, the Music Educators National Conference (now the National Association for Music Education) released a document outlining the National Standards for Music Education, in coordination with similar standards in theater, art, and dance. The nine music standards from 1994 were the following: Singing, alone and with others, a varied repertoire of music. Performing on instruments, alone and with others, a varied repertoire of music. Improvising melodies, variations, and accompaniments. Composing and arranging music within specified guidelines. Reading and notating music. Listening to, analyzing, and describing music. Evaluating music and music performances. Understanding relationships between music, the other arts, and disciplines outside the arts. Understanding music in relation to history and culture. The NAfME standards suggest curricula that are distributed among performance, musical creativity, and connections between music and context. These are noble goals for which teachers should strive. The NAfME standards are widely accepted, and many teachers refer to them as benchmarks to assess the completeness of curriculum. In no way do the NAfME standards suggest that musical learning should be achieved through technology, nor do they contain suggestions about how students should meet any of them. In this way, the shapers of the NAfME standards are to be commended because the standards are flexible enough that they can be addressed in ways teachers see fit. Therefore, the standards passively suggest that technology-based music instruction is as valid a means of music learning as are other forms.


2020 ◽  
Vol 107 (1) ◽  
pp. 43-48
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault

Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development and implementation. We examine how music educators have responded to two policy areas that have had a significant impact on music programs and teachers in recent years: (1) learning standards and (2) evaluation of student learning as a component of teacher evaluation. Examples in this article are meant to serve as a case in point for how music educators can become more responsive and actively engaged in policy matters.


2009 ◽  
Vol 49 (3) ◽  
pp. 291-322 ◽  
Author(s):  
Lynn M. Sargeant

Although music has long had a place in the school, its position has often been precarious, relegated to odd hours and odd locations, and starved of both funds and attention. While at times music and the arts have enjoyed considerable support, these subjects are often the last ones added and the first ones cut from the curriculum. Yet, the arts have passionate advocates as well, including parents and pedagogues who support a holistic model of education that emphasizes humanistic values and aesthetics as well as utilitarian training. Still, music educators have struggled to justify their subject, often relying on extrinsic arguments to support its inclusion in the curriculum. Music, one is told, helps students raise their reading and math scores, improves their self-discipline, and builds community. Such arguments are rarely persuasive to voters concerned with eliminating expensive “frills” or to officials trying to balance tight budgets and raise test scores. Local newspapers bear witness to this struggle, as music and art programs fight to stay alive in American schools. This story, so potent today, has a long history. It dates back to the nineteenth century and the very birth of school music programs. It crosses continents, having as much currency in Europe as it does in North America. Debates over music in the schools are nothing less than debates over the meaning and purpose of education. Music is not one of the “three ‘R's.” Yet, precisely because of music's peripheral


2018 ◽  
Vol 12 (2) ◽  
pp. 122-128 ◽  
Author(s):  
V. A. Baynov

In the current international environment — with fashion on international sanctions, in particular, limiting the possibilities of purchasing high-tech equipment from abroad and dependency of the exchange rate of the ruble against various political provocations — the Russian Federation has faced with the necessity of re-industrialization of the ‘raw’ model of the economy and stimulation of the development of its inner potential. It should be noted that, in accordance with the Plan for promoting import substitution in industry No. 1936-r of 30 September 2014, approved by the order of the Government of the Russian Federation, the Ministry of industry and trade of the Russian Federation has developed and is implementing 22 sectoral plans for import substitution in selected industries of the Russian Federation. In this regard, it is particularly important to study international experience in the field of import substitution policy. The validity and reliability of presented study are achieved by applying a systematic approach and scientific methods of analysis and synthesis, deduction and induction, as well as regulatory, empirical method, etc. As a result of the analysis of international experience, it was possible to identify measures that can improve the efficiency of the state policy of import substitution, including through the use of offset mechanisms in civilian industries and the development of the institution of public procurement, certification, and standardization. In conclusion, the author proposes measures that can improve the policy of import substitution. The practical significance of the article consists in the possibility of applying the results of the study in the elaboration of industrial development programs and further research.


2018 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Sharaf Mohammed Al-Mezaal

The aim of this study is to measure the attitudes of Bahrain University (BU) students towards the "New History of Bahrain and Citizenship" Course and to show differences in students' attitudes based on certain variables developed specifically for this study. To achieve this, the author developed a 50-item questionnaire on a 5-point Likert scale, based on literature review available on this field, with half of the questionnaire items worded negatively. Adequate methods were used to assess the validity and reliability of the questionnaire. The developed tool was then administered to 220 students enrolled in the above-mentioned course in the summer semester of the academic year 2015/2016. Overall, the findings of the study show that BU students demonstrated positively-oriented neutral attitudes towards the said course. Moreover, the findings show statistically significant differences in students' attitudes towards the "New History of Bahrain and Citizenship" Course.  This can be attributed to the average time students spend at home to study the course and to the section which the students register in. No statistically significant differences, however, were observed between students' attitudes that could be attributed to gender, college, year of study and grade point average (GPA). In view of this, it is recommended that the course specifications are to be reconsidered, and the methods of teaching and assessment be improved. Students should also be encouraged to connect the course to their real life. 


Author(s):  
O. V. Terekhovska

The article deals with the artistic echoes of the ideas of the German romantic author E.T.A. Goffman in the novel “The Collector” by the English postmodernist J. Fowles. The aim of the study is to prove that Hoffmann’s concept of dividing people into inhabitants and artists, burghers and creative persons, ordinary and elected ones, i.e., philistines and enthusiasts, found its artistic echo in the images and situations of the novel “The Collector” by J. Fowles; as well as to generalize and adapt scientific and theoretical material on this problem to the students of philology while their preparation for practical and seminar classes. The research methodology is to extrapolate Hoffman’s concept of enthusiasts and philistines to the text of the “Collector”, as well as to determine the confrontation between these two types of people as one of the leading themes of Fowles’ novel. Research results. It is emphasized that Hoffman has divided all his characters into two unequal groups: enthusiasts and philistines. It is established that in Hoffmann’s stories the world of enthusiasts symbolizes full of life existence with all the richness of ideas, emotions, contradictory and complex feelings typical for a search person; the world of philistines, instead, personifies a dim imitation of a real life, i.e. a “mechanized” existence, in which there is no creative impulses, creative initiative. In his works Hoffman warns mankind of the danger of such existence emphasizing the need to protect the world of enthusiasts. It is proved that Hoffman’s thoughts were prophesied. Less than 150 years later, their echo has found its artistic reflection in the works of modern English writer John Fowles, in particular in the novel “The Collector”. In the images of the protagonists Miranda and Frederick Clegg, John Fowles depicted two opposite worlds, which are considered a symbolic continuation of the confrontation of Hoffmann’s enthusiasts and philistines. Miranda represents a modern type of enthusiast, a search person who is choked with emotions and feelings, intuitively realizing that this is the meaning of her life. Clegg generalizes a modern type of a philistine – an ambitious, limited tyrant, full of hidden malice and hatred for those who are spiritually richer and smarter. Hoffman’s warnings have also come to the fore in the fact that philistines can make enthusiasts their victims, as it is illustrated in the novel on the example of the tragic fate of Miranda. Scientific novelty. Reminiscences of Hoffmann’s ideas about the confrontation between enthusiasts and philistines, generalized in the images and types of “The Collector” by J. Fowles, reminding of the eternal antagonism between love and hatred, good and evil, creative living principles and a mundane existence, constitute the scientific novelty of this article. Practical significance. The results of the study can be used for further research of J. Fowles’ literary heritage. The article will be also useful for the students of philology while their preparation for seminars and practical classes.


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