this way, assessment can be embedded naturally in the in- structional process rather than being a “detour” from what normally happens in the music classroom. consequently, the assessments can be meaningful and used to improve instruc- tion. Many administrators know little about measurement in music and are worried about how they will comply with the requirements of PA 102 in the non-tested subjects; they will be grateful to have a means of gathering the required infor- mation that is curricularly based and fulfills the requirements of the state legislation.
Second, the time is over when teachers can bury themselves in their classrooms and ignore what is happening politically. With the amount of legislation that is related to education at the state and national levels, teachers must voice their beliefs about what is appropriate for their classrooms and students. Teachers are immersed in the educational con- text. They have experienced the needs of the educational systems first-hand and have had to contend on a daily basis with educational challenges that are faced when those needs are not met. Teachers know what students need, and they must communicate those needs to the persons making policy decisions. The Michigan Music Education Association and PMEPD both are making concerted efforts to inform their constituencies about legislative initiatives and actions re- lated to music education, but teachers need to communicate their beliefs about those initiatives and actions, both individ- ually and as a group, taking a proactive rather than reactive stance on all education legislation.
Recommendations for Music Teacher Educators
NAfME (2014) recommends that faculty members in higher education collaborate with music educators in the schools in the development of music assessments. Those in higher education should reach out and make themselves and their expertise available to local school districts as teachers in the schools work to develop assessments of student growth and learning. The realities of the implementation of PA 102 in Michigan as they unfold will affect Michigan music teach- ers for decades, and most music education students will be entering the professional landscape that is the end result of that process. It behooves those in higher education to pro- vide leadership that will help it unfold in as constructive a way as possible.
The Society for Music Teacher Education (SMTE) in Michi- gan and nationally is taking an active role. Michigan SMTE has developed a position statement regarding teacher evalu- ation (Society for Music Teacher Education, 2011), and SMTE nationally has developed a portal on its website that focuses on issues related to teacher evaluation (Society for Music Teacher Education, 2014). Music teacher educators
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must be aware of the state and federal legislation and poli- cies related to teacher evaluation and the role of the assess- ment of student growth and learning in teacher evaluation and, like teachers in the schools, become active political- ly. They must interpret those laws and policies and com- municate the interpretations of them to students and other stakeholders, such as principals, school superintendents, and school board members. Those in higher education also must work with professional organizations nationally and locally, like NAfME, MTNA, MEA, ASTA, CBDNA, and others, to help coordinate advocacy efforts.
Also, assessment needs to occupy a central place in music education curricula. Music education students need to de- velop understandings of both qualitative and quantitative as- sessments in music and need to know how to interpret the data that those assessments provide. Assessment techniques should be embedded in every music education methods course so that future music educators understand assessment in context and can apply assessment techniques meaning- fully. As a part of methods courses, music teacher educators should help students learn to use data as a means both of im- proving instructions and demonstrating learning (acquisition of musical skills, knowledge, and dispositions) over time. Music teacher educators should model effective assessment practices in their own classrooms so that future music teach- ers can experience meaningful assessment through the lens of a student.
Finally, those in the research community should consider including the effects of the measurement of student growth and learning on the educational community. How are these new requirements affecting student learning? What role do they play in the retention of excellent teachers? How are they changing the quality of the learning environments in schools?
Assessment of student achievement can have positive effects in the classroom. However, when it is used for purposes other than to improve instruction, these benefits can be lost. Music teachers must take an active role in developing and implementing the assessments that have been legislatively imposed upon their classrooms, both for the benefit of their students and themselves.
Citations
Michigan Arts Education Instruction and Assessment Pro- gram. (2013, November). In Arts education assess- ment specifications. Retrieved from http://mi-arts.
wikispaces.com/file/view/ASD_-_Version_7_5_-_ TOC-_Appendix_1_-_December_17_2013_ CQ_proofed_CP_ER_JO.5.pdf/478192386/ ASD_-_Version_7_5_-_TOC-_Appendix_1_-_De-
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