![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study sought to describe the prevalence of Standards-based grading (SBG) among practicing music teachers and report the rationale teachers provided for or against its use. Participants were music educators (N = 96) responsible for grading students. Most participants (52.08%, n = 50) indicated that they were not familiar with SBG. Many participants (46.86%, n = 45) reported familiarity and reported using SBG completely or partially in practice. These participants provided definitions of SBG to validate their self-reports. Definitions were scored using a 4-point rubric. Some of the participants (n = 7) who said they were using SBG in their teaching provided definitions demonstrating no understanding of SBG. Therefore, these results indicate that 39.58% (n = 38) of the total participants (N = 96) were using SBG. Overwhelmingly, when asked to provide the reason(s) why they did not use SBG, teachers described lack of knowledge about SBG as the reason. The most prevalent rationale the teachers gave for using SBG was that teachers were required to do so.
Keywords assessment, grading, in-service teachers, music education, standards-based
References
Section:
|
Asmus, E. P. (1999). Music assessment concepts. Music Educators Journal, 86(2), 19–24. doi:10.2307/3399585 Google Scholar | SAGE Journals | |
|
Bodner, E. P. (2008). After the curtain falls: On the post-performance adjustment of solo singers. Medical Problems of Performing Artists, 23, 172–177. Google Scholar | ISI | |
|
Colwell, R., Hewitt, M. (2010). The teaching of instrumental music. Upper Saddle River, NJ: Pearson Education/Prentice Hall. Google Scholar | |
|
Consortium of National Arts Education Associations . (1994). National standards for arts education: Dance, music, theatre, visual arts. Reston, VA: MENC. Google Scholar | |
|
Emerson, R. W. (2015). Convenience sampling, random sampling, and snowball sampling: How does sampling affect the validity of research? Journal of Visual Impairment & Blindness, 109, 164–168. Google Scholar | SAGE Journals | ISI | |
|
Hanover Research . (2011). Effective grading practices in the middle school and high school environments. Retrieved from www.apsva.us/cms/lib2/va01000586/centricity/domain/63/hanover_research_–_effective_grading_practices_in_the_middle_school_and_high_school_environments.pdf Google Scholar | |
|
Kotora, J. E. (2005). Assessment practices in the choral music classroom: A survey of Ohio high school choral music teachers and college choral methods professors. Contributions to Music Education, 32(2), 65–80. Google Scholar | |
|
Landis, J. R., Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310 Google Scholar | Crossref | Medline | ISI | |
|
Leedy, P. D., Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.). Upper Saddle River, NJ: Merrill. Google Scholar | |
|
Lehman, P. (1998). Grading practices in music. Music Educators Journal, 84(5), 37–40. doi:10.2307/3399129 Google Scholar | SAGE Journals | |
|
Marburger, D. (2006). Does mandatory attendance improve student performance. Journal of Economic Education, 37, 148–155. doi:10.3200/JECE.37.2.148-155 Google Scholar | Crossref | ISI | |
|
Mark, M., Gary, C. (2007). A history of American music education (3rd ed.). Lanham, MD: Rowman & Littlefield Education. Google Scholar | |
|
McCoy, C. W. (1991). Grading students in performing groups: A comparison of principals’ recommendations with directors’ practices. Journal of Research in Music Education, 39, 181–190. doi:10.2307/3344718 Google Scholar | SAGE Journals | ISI | |
|
Moore, R. (2005). Attendance: Are penalties more effective than rewards. Journal of Developmental Education, 29(2), 26–32. Google Scholar | |
|
Paeplow, C. G. (2011). Easy as 1, 2, 3: Exploring the implementation of standards-based grading in wake county elementary schools (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3497209) Google Scholar | |
|
Russell, J. A., Austin, J. R. (2010). Assessment practices of secondary music teachers. Journal of Research in Music Education, 58, 37–54. doi:10.1177/0022429409360062 Google Scholar | SAGE Journals | ISI | |
|
Salvador, K. (2010). How can elementary teachers measure singing voice achievement? A critical review of assessments, 1994–2009. Update: Applications of Research in Music Education, 29(1), 40–47. doi:10.1177/8755123310378454 Google Scholar | SAGE Journals | |
|
Scott, S. (2005). What’s in a grade. General Music Today, 18(2), 17–24. doi:10.1177/10483713050180020105 Google Scholar | SAGE Journals | |
|
Scriffiny, P. L. (2008). Seven reasons for standards-based grading. Educational Leadership, 66(2), 70–74. Google Scholar | ISI | |
|
Shuler, S. C., Norgaard, M., Blakeslee, M. J. (2014). The new national standards for music educators. Music Educators Journal, 101(1), 41–49. doi:10.1177/0027432114540120 Google Scholar | SAGE Journals | |
|
Simanton, E. G. (2000). Assessment and grading practices among high school band teachers in the United States: A descriptive study (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9986536) Google Scholar | |
|
Tracy, L. H. (2002). Assessing individual students in the high school choral ensemble: Issues and practices (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3065486) Google Scholar |
