Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Music education||Educational tests & measurements||Educational leadership||School children--Study and teaching (Elementary)--Research||Music students--Study and teaching (Elementary)--Research||Academic achievement--Testing--Research||Musical meter and rhythm--Examinations--Research

Abstract

With today's heightened focus on accountability, many states are moving to a system where evidence of student achievement is a component of teacher evaluation. Music education does not have a tradition of measuring individual students in a standardized manner. Gordon (2012) points out, "a serious problem in music education is many teachers rarely measure students' achievement, yet they continuously evaluate it often using subjective results to indirectly appraise effectiveness of their own teaching"(p. 323). Thus, it is critical for music educators to develop high-quality assessments that accurately measure student ability. This dissertation centers on the development of rhythmic achievement test for elementary general music students. The validity and reliability of the assessment were investigated. Although results showed that this particular test is not ready to be used for teacher evaluation, it is an initial step in the creation of an instrument to be used for this purpose.

Comments

Advisors: Elizabeth Wilkins; Todd Reeves.||Committee members: Jui-Ching Wang.

Extent

168 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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