The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1: (Oxford Handbooks)

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music.The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

Table of Contents:
Dedication List of Contributors Part I. Assessment Policy in Music Education Policy and Philosophy 1. Assessment Policy in Music Education Richard Colwell 2. The Philosophy of Assessment in Music Education Roger Mantie 3. Education Policy and Assessment in Music Patrick Schmidt International Perspectives 4. Music Assessment Policy in Africa Meki Nzewi 5. Curriculum-Based Policy in Music Assessment: Asian Perspectives Hsiao-Fen Chen 6. Assessing Music Teaching and Learning in Spanish Speaking Countries in South America Ana Lucia Frega with Ramiro Limongi 7. Assessment Policy and Music Education: Perspectives from North America Glenn Nierman and Richard Colwell 8. Music Assessment in Australian Higher Education Don Lebler National Perspectives 9. Assessment Policy and Practice in Secondary Schools in English National Curriculum Martin Fautley 10. Assessment in German Music Education Andreas Lehmann-Wermser 11. The Assessment of Music Learning in the Italian Education System Dario DeCicco 12. Music Education Assessment Policy and Practice in Turkey Dilek Göktürk-Cary 13. Curriculum and Assessment in Music Education in Russia: Perspectives from the Past Alena V. Holmes 14. Brazilian Policies on Education Assessment: Higher Education Perspectives Sergio Figueiredo and Luciana Del-Ben 15. Assessment in Music Classes in China Dennis Ping-Cheng Wang 16. Policy and Practice of Assessment in Music Education: The Case of Singapore Wei-Shin Leong and Julie Tan 17. Assessment Policy and Practice in Music Education in Taiwan, Republic of China (R.O.C) Ming-Jen Chuang and Sheu-Yuh Lin 18. Music Assessment Policy and Practice in the United States Bret P. Smith Part II. Measurement Theoretical Foundations 19. Psychometric Considerations for Music Performance Assessments Suzanne Lane and Ya Zhang 20. Validity, Reliability, and Fairness in Music Testing Brian C. Wesolowski and Stephanie A. Wind 21. Classical Test Theory and Music Testing James Austin 22. Item Response Theory and Music Testing Brian Wesolowski 23. Theories and Practices of Sequential Curriculum Alignment: Curriculum Design and Assessment for a 21st Century Education through Music Demaris Hansen Test Development 24. An Overview of Music Tests and Their Uses Richard Colwell 25. Developing Tests of Music Performance Improvisation Gary E. McPherson 26. Assessment of Creative Potential in Music Peter Webster 27. Performance Assessment and Rubric Design Christy Schneider, Charles dePascale, and Jennifer S. McDonel 28. The Development of Standards-based Assessments in Music Frederick Burrack and Kelly A. Parkes 29. Cross-cultural and Standards-based Assessment of the African Musical Arts René Human Part III. Assessment in Higher Music Education 30. Music Assessment in Higher Education Frederick Burrack 31. Observations of Music Educators for Teacher Evaluation David C. Edmund and Jian-Jun Chen-Edmund 32. Using Accountability to Improve Student Learning in Higher Education Music Programs Jeffrey Ward 33. Assessment in the Applied Studio in Higher Education Kelly A. Parkes Part IV. Music Teacher Evaluation 34. An Overview of Music Teacher Education Douglas C. Orzolek 35. Observations of Music Educators for Teacher Evaluation Johanna J. Siebert 36. Music Teacher Evaluation and Student Growth in Music Dru Davison and Ryan A. Fisher 37. Measuring Dispositions in Pre-Service Music Educators Kelly A. Parkes, Gary K. Ritcher, Paul F. Doerksen 38. Challenges in Reliability and Validity in Music Teacher Evaluation Laura Goe and Timothy S. Brophy

About the Author :
Timothy S. Brophy is Director of Institutional Assessment at the University of Florida and Professor of Music Education. Dr. Brophy holds national and international leadership roles in assessment, served as a past National Chair of the Assessment Special Research Interest Group of The National Association for Music Education, and is the founding and organizing chair of the International Symposia on Assessment in Music Education (ISAME). He co-founded the first Assessment, Measurement, and Evaluation Special Interest Group for the International Society for Music Education.