Details
Applying Model Cornerstone Assessments in K-12 Music
A Research-Supported Approach|
29,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | |
| Veröffentl.: | 19.06.2018 |
| ISBN/EAN: | 9781475837407 |
| Sprache: | englisch |
| Anzahl Seiten: | 228 |
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Beschreibungen
<span><span>Model Cornerstone Assessments (MCAs), that were developed for the National Core Arts Standards in Music, are curriculum-embedded measures designed for music students to apply relevant knowledge and skills while demonstrating learning in the standards that define the artistic processes. They are meant to engage students in tasks authentic to a school’s curriculum and honor the intent of the Music Performance Standards. They are created as models to allow for usefulness in a variety of curricular contexts and demographics. The intent of each MCA is to provide research-based assessment tasks that is specifically focused on the expected learning for the performance standards with rubrics that has been tested for scoring consistency. Following substantial development and piloting in schools across the United States, this book provides a thorough background of the MCAs and the confidence measures administered to guide implementation by teachers, administrators, and the educational community. </span></span>
<span><span>This book provides a thorough background of the Model Cornerstone Assessments (MCAs) and the confidence measures administered to guide implementation by teachers, administrators, and the educational community. </span></span>
<span><span>Introduction</span></span>
<br>
<span><span>Chapter 1: Model Cornerstone Assessments: Kelly A. Parkes</span></span>
<br>
<span><span>Chapter 2: The Pilot Study Process: Frederick Burrack and Kelly A. Parkes</span></span>
<br>
<span><span>Chapter 3: Grade 2 Model Cornerstone Assessments: Daniel C. Johnson</span></span>
<br>
<span><span>Chapter 4: Grade 5 MCA: Denese Odegaard, Michael J. Ruybalid, and Mary Kate Newell</span></span>
<br>
<span><span>Chapter 5: Grade 8 MCA: Ann Clements, Katherine Willow, and Kristina R. Weimer</span></span>
<br>
<span><span>Chapter 6: Ensembles MCA: Alan Holcomb, Glenn E. Nierman, and Bret P. Smith</span></span>
<br>
<span><span>Chapter 7: Harmonizing Instruments Model Cornerstone Assessment: Wendy K. Matthews and Daniel C. Johnson</span></span>
<br>
<span><span>Chapter 8: Composition/Theory Model Cornerstone Assessment: Patricia Riley</span></span>
<br>
<span><span>Chapter 9: Technology Model Cornerstone Assessment: Phillip Payne</span></span>
<br>
<span><span>Chapter 10: Methodology for Qualitative Data: Frederick Burrack</span></span>
<br>
<span><span>Chapter 11: Methodology of Psychometric Qualities: Brian C. Wesolowski</span></span>
<br>
<span><span>Chapter 12: Examination of the Psychometric Qualities of the Model Cornerstone</span></span>
<br>
<span><span>Assessments: Brian C. Wesolowski</span></span>
<br>
<span><span>Chapter 13: A Case for Validity and Reliability: Frederick Burrack</span></span>
<br>
<span><span>Chapter 14: Connections to Higher Education in Music: Phillip Payne and Jeffrey Ward</span></span>
<br>
<span><span>Chapter 15: Curricular and Instructional Implications: Frederick Burrack and Kelly A. Parkes</span></span>
<br>
<span><span>About the Contributors</span></span>
<br>
<span><span>About the Editors</span></span>
<br>
<span><span>Chapter 1: Model Cornerstone Assessments: Kelly A. Parkes</span></span>
<br>
<span><span>Chapter 2: The Pilot Study Process: Frederick Burrack and Kelly A. Parkes</span></span>
<br>
<span><span>Chapter 3: Grade 2 Model Cornerstone Assessments: Daniel C. Johnson</span></span>
<br>
<span><span>Chapter 4: Grade 5 MCA: Denese Odegaard, Michael J. Ruybalid, and Mary Kate Newell</span></span>
<br>
<span><span>Chapter 5: Grade 8 MCA: Ann Clements, Katherine Willow, and Kristina R. Weimer</span></span>
<br>
<span><span>Chapter 6: Ensembles MCA: Alan Holcomb, Glenn E. Nierman, and Bret P. Smith</span></span>
<br>
<span><span>Chapter 7: Harmonizing Instruments Model Cornerstone Assessment: Wendy K. Matthews and Daniel C. Johnson</span></span>
<br>
<span><span>Chapter 8: Composition/Theory Model Cornerstone Assessment: Patricia Riley</span></span>
<br>
<span><span>Chapter 9: Technology Model Cornerstone Assessment: Phillip Payne</span></span>
<br>
<span><span>Chapter 10: Methodology for Qualitative Data: Frederick Burrack</span></span>
<br>
<span><span>Chapter 11: Methodology of Psychometric Qualities: Brian C. Wesolowski</span></span>
<br>
<span><span>Chapter 12: Examination of the Psychometric Qualities of the Model Cornerstone</span></span>
<br>
<span><span>Assessments: Brian C. Wesolowski</span></span>
<br>
<span><span>Chapter 13: A Case for Validity and Reliability: Frederick Burrack</span></span>
<br>
<span><span>Chapter 14: Connections to Higher Education in Music: Phillip Payne and Jeffrey Ward</span></span>
<br>
<span><span>Chapter 15: Curricular and Instructional Implications: Frederick Burrack and Kelly A. Parkes</span></span>
<br>
<span><span>About the Contributors</span></span>
<br>
<span><span>About the Editors</span></span>
<span><span>Frederick Burrack</span><span> is Professor of Music and Director of Assessment at Kansas State University. After teaching music in the public schools for 20 years, he now researches and presents internationally on assessment practice. </span></span>
<br>
<br>
<span><span>Kelly A. Parkes</span><span> is Associate Professor of Music and Music Education at Teachers College, Columbia University directs the student teaching and initial certification program. </span></span>
<br>
<br>
<span><span>Kelly A. Parkes</span><span> is Associate Professor of Music and Music Education at Teachers College, Columbia University directs the student teaching and initial certification program. </span></span>
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