Full Description
Model Cornerstone Assessments (MCAs), that were developed for the National Core Arts Standards in Music, are curriculum-embedded measures designed for music students to apply relevant knowledge and skills while demonstrating learning in the standards that define the artistic processes. They are meant to engage students in tasks authentic to a school's curriculum and honor the intent of the Music Performance Standards. They are created as models to allow for usefulness in a variety of curricular contexts and demographics. The intent of each MCA is to provide research-based assessment tasks that is specifically focused on the expected learning for the performance standards with rubrics that has been tested for scoring consistency. Following substantial development and piloting in schools across the United States, this book provides a thorough background of the MCAs and the confidence measures administered to guide implementation by teachers, administrators, and the educational community.
Contents
Introduction
Chapter 1: Model Cornerstone Assessments: Kelly A. Parkes
Chapter 2: The Pilot Study Process: Frederick Burrack and Kelly A. Parkes
Chapter 3: Grade 2 Model Cornerstone Assessments: Daniel C. Johnson
Chapter 4: Grade 5 MCA: Denese Odegaard, Michael J. Ruybalid, and Mary Kate Newell
Chapter 5: Grade 8 MCA: Ann Clements, Katherine Willow, and Kristina R. Weimer
Chapter 6: Ensembles MCA: Alan Holcomb, Glenn E. Nierman, and Bret P. Smith
Chapter 7: Harmonizing Instruments Model Cornerstone Assessment: Wendy K. Matthews and Daniel C. Johnson
Chapter 8: Composition/Theory Model Cornerstone Assessment: Patricia Riley
Chapter 9: Technology Model Cornerstone Assessment: Phillip Payne
Chapter 10: Methodology for Qualitative Data: Frederick Burrack
Chapter 11: Methodology of Psychometric Qualities: Brian C. Wesolowski
Chapter 12: Examination of the Psychometric Qualities of the Model Cornerstone
Assessments: Brian C. Wesolowski
Chapter 13: A Case for Validity and Reliability: Frederick Burrack
Chapter 14: Connections to Higher Education in Music: Phillip Payne and Jeffrey Ward
Chapter 15: Curricular and Instructional Implications: Frederick Burrack and Kelly A. Parkes
About the Contributors
About the Editors
