Assessment in the secondary school band programs of British Columbia

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dc.contributor.authorKeddy, Michael Phillip
dc.contributor.supervisorKing, Gerald N.
dc.date.accessioned2013-08-06T20:30:54Z
dc.date.available2013-08-06T20:30:54Z
dc.date.copyright2013en_US
dc.date.issued2013-08-06
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelDoctor of Philosophy Ph.D.en_US
dc.description.abstractFor many years, the assessment practices of band directors in North America have come under scrutiny. As funding for public education shrinks, the call for greater accountability in schools has focused attention on the assessment procedures of all teachers. This is especially true for arts teachers, including band directors, due to the public’s perception of highly subjective assessment practices in arts-based courses. This sequential, explanatory mixed method study sought to investigate the current assessment practices of high school band directors in British Columbia, including the purposes and uses of classroom assessment methods, and potential implications for teacher education with respect to the use of classroom assessment. The study also sought to discover any underlying assumptions, beliefs, and attitudes of band directors in designing and implementing those assessment procedures. Using a stratified random sample of band directors from 12 districts across four regions of British Columbia, this sequential, explanatory mixed methods study allowed a dialectical research structure that connected the empirical evidence of the quantitative survey instrument with the qualitative interview that drew upon the subjects’ personal beliefs. This study found that band directors do assess their students and hold strong beliefs that assessment is fundamental to the teaching/learning process. Despite this, they often use structures in their assessment practice that account for non-achievement, behavioural factors (i.e., effort, attendance, attitude, and participation) rather than musical outcomes. It also became apparent that band directors lacked sufficient pedagogical content knowledge in the early stages of their career that supports broad-based assessment within a comprehensive musicianship context. Why? Band directors noted that their pre-service education in assessment was deficient. Therefore, in addition to other recommendations, this study suggests a tripartite model for undergraduate music education that is more inclusive of assessment instruction and procedures. In other words, music teacher education programs should balance educatorship, musicianship, and assessorship.en_US
dc.description.proquestcode0522en_US
dc.description.proquestcode0727en_US
dc.description.proquestemailmkeddy@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4726
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectAssessmenten_US
dc.subjectMixed methoden_US
dc.subjectSecondary Schoolen_US
dc.subjectMusic educationen_US
dc.subjectBanden_US
dc.subjectPedagogyen_US
dc.subjectCurriculumen_US
dc.subjectTeaching and Learningen_US
dc.subjectNaturalisticen_US
dc.subjectNarrativeen_US
dc.titleAssessment in the secondary school band programs of British Columbiaen_US
dc.typeThesisen_US

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