| With the intent of improving music instruction, the purpose of this research was to examine the use of assessment in the elementary general music classroom: (1) How frequently do Michigan music teachers use assessment by grade level? (2) What methods of assessment are used at each elementary grade level in Michigan? (3) What student skills or content knowledge do elementary general music teachers in Michigan assess at each grade level? (4) How do elementary general music teachers in Michigan apply the results of their assessments? Of the 200 surveys sent to elementary general music teachers in Michigan, 35 surveys (18%) were returned and provided data. Many of the respondents did not frequently assess their students, and some did not assess the students at all. Respondents did not use commercially available achievement tests and did minimal aptitude testing. The most frequently used teacher-constructed tests included rating scales or rubrics, checklists, personal communication, written tests or worksheets, and individual performances. The following music content areas or skills were assessed most frequently but not necessarily at every grade level: beat competency, singing voice development, matching pitch, rhythm, recorders, identifying treble clef note names, instrument families, reading rhythms, and reading pitches. Respondents were motivated to assess their students in order to adapt and individualize instruction and to provide validity for the inclusion of music education in the general education curriculum. |
