Current Student Assessment Practices of High School Band Directors

Abstract

Measurement and assessment are becoming increasingly important to all music educators. The purpose of this study was to investigate the following questions: 1) in what specific ways are current high school band directors assessing students in their ensemble classes; 2) what are high school band directors' attitudes toward the assessment process; and 3) how can the results of this research contribute to the development of a student assessment model for bands? The subjects for this study were 454 high school band directors from across the United States. Results show that the main purpose of student assessment for high school band directors centered on providing their students and themselves with feedback concerning the instructional process in the classroom. Directors reported that performance skills were the most important criteria to assess in their students and the main influences of the assessment methods they use are their personal philosophy of assessment and available class time. Directors reported the best source of preparation for assessing their students came from their colleagues and that they are interested in finding new ways to assess their students. Directors suggest that an effective assessment model for band would be weighted: rehearsal attendance and contribution 34.95%; performance attendance and contribution 34.70%; and individual testing and evaluation 30.57%. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]