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Standards-Based Performance Assessment In The Comprehensive Music Classroom, Matthew Stephan Mcveigh
Standards-Based Performance Assessment In The Comprehensive Music Classroom, Matthew Stephan Mcveigh
Theses and Dissertations
The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, …
Visual Art Assessment For Middle School Students, Kathryn Batlle
Visual Art Assessment For Middle School Students, Kathryn Batlle
Masters Theses, 2010-2019
This research study was designed by a middle school art teacher to fulfill the new teacher evaluation requirements in Virginia. The study was implemented in a sixth grade art classroom of sixteen students in the 2012 fall semester. This research study investigated the use of an authentic assessment tool to document student growth in a middle school art classroom. This performance assessment tool, evaluating student artwork, used detailed criterion-referenced rubrics to score student achievement in units focused on drawing and painting. The design included a pre- and post-instruction artwork that was assessed with the created rubrics. Student artwork was organized …
We Know Better And It's Time To Act Like It: Ending Written Feedback, Jacob S. Rees
We Know Better And It's Time To Act Like It: Ending Written Feedback, Jacob S. Rees
Theses and Dissertations
Researchers have tried to demonstrate the effectiveness of written teacher feedback over the course of the last sixty years, and the results are inconclusive. Many studies point to improvement on subsequent drafts as evidence of student improvement; however, this only indicates students' abilities to follow directions. It is not an indication of autonomous writing ability. This study demonstrates that with proper curriculum support high school students can develop intentional transferability (the autonomous, intentional transferring of writing skills to varied rhetorical situations) throughout the course of one academic year without receiving any teacher written feedback.