The Content Analysis And Inspiration On Grades PK-2 Of Model Cornerstone Assessments Of National Core Music Standards

Model cornerstone assessments(MCA)is a kind of assessment tool to measure whether the students’ performance meets the curriculum standards,which is one of the guiding resources of National Core Music Standards(NCMS).Through the embedded way of curriculum assessment,the teaching process is constantly improved to enable students participate in meaningful learning process,thus promoting the realization of curriculum goals and enhancing the music literacy of students.The literature research and content analysis method were used in the present study.First of all,the history of the development of American music education,the background and text structure of NCMS,the correlation studies about the assessment of American music education were sorted out and organized through literature research method.Besides,the translation and proofreading of the MCA was conducted.Then the content analysis method was used to interpret the MCA at PK-Grades2,which is designed to clarify its frame and analyze its characteristics.It will provide some reference for the development of early music education and music education assessment in our country.After analyzing the framework and content of the After analyzing the framework and content of the MCA at PK-Grades2,the following results are obtained:As far as the results of the framework analysis are concerned,the MCA is divided into three dimensions include creating,performing and responding horizontally.Each dimension has three vertical levels which are assessment goals,assessment strategy and scoring rules.The three levels range from a clear assessment of the content to the design and implementation of assessment activities,with interlocking layers,logical and clarity.In terms of the analysis results of the three dimensions content,the creating dimension is composed of four process components:image,plan and create,evaluate and refine,and present.Through the tasks of improvising rhythm models,explaining expression intentions,self-assessment,and performing musical works,the assessment of early children’s ability to produce musical ideas,explain musical ideas,reflect on improved work and present original works is conducted.The performing dimension consists of process components such as select,analyze,interpret,present,evaluate,rehearse,and refine.By identifying different works,selecting songs for performing,self-assessment,rehearsing,and improving performances,the assessment of early children’s ability to analyze musical elements,understand intentions of authors,choose and perform songs is conducted.The responding dimension includes four process components:analyze,select,evaluate,and interpret.Through the tasks of recognizing musical elements of works,selecting works for assessment and responding to works with body movements,early children’s ability of analysis of musical elements,selecting musical works,assessment the quality of works is assessed.Based on the analysis and interpretation of the the MCA at PK-Grades2,this article summarizes the characteristics of content from the assessment content and the design and implementation of assessment.In terms of assessment content,the assessment theme of the creating dimension is improvising rhythmic conversations which emphasizes that early children should grasp the rhythm elements,express personal expression intentions through appropriate rhythm models,and improve musical works based on personal reflection and feedback from others.The assessment theme of the performing dimension is performing a song with appropriate expressive qualities which focus on the early stage children’s preliminary understanding of the performance role of musical elements.Early stage children should grasp the basic elements of singing initially and improve musical performance based on personal reflection and feedback from others.The assessment theme of the responding is responding to the expressive components of a piece.Early children are encouraged to identify simple musical elements in their works,evaluate musical compositions based on their subjective characteristics and respond to musical works through physical actions.In terms of the design and implementation of the assessment:First,the assessment strategy and curriculum objectives are matched to help achieve the objectives of the curriculum.Second,the assessment strategy is comprehensive and specific which helps teachers to confirm the design ideas of the assessment and implementation steps clearly.Third,creating a real task situation is conducive to inspire children’s learning and participation motivation.Forth,designing complex and educational tasks is conducive to cultivating children’s higher-order thinking skills.Fifth,the open and transparent scoring rules encourages children to learn more purposeful and directional.Sixth,the use of analytical rubric helps children understand their advantages and weaknesses.Seventh,combining self-assessment with others’assessment helps evaluate children’s awareness and motivation to improve learning.At last,this study draws the enlightenment to the early music education in our country:The cultivation of early children’s musical creative literacy emphasizes the cultivation of children’s creative ability in rhythmic activities,and encourages children to use simple musical models to express their personal feelings;The cultivation of early children’s musical performance literacy focuses on creative performance based on the understanding of music works,and emphasizes the important role of basic skills in music performance;The cultivation of early Children’s Literacy of Music response pays attention to the cultivation of auditory perception and the accumulation of synesthesia experience.In addition,the model cornerstone assessment of NCMS also provides enlightenment for the early music education assessment:assessment objectives should be derived from curriculum standards and focus on higher education goals;create real situation and pay attention to the understanding and transfer of knowledge and skills;diversification of assessment methods,with emphasis on both learning process and results;diversification of assessment subjects to encourage children’s self-assessment and reflection;scoring rules are made public,allowing children to participate in scoring rules;timely and effective assessment feedback to facilitate timely adjustment by children.