University of Cambridge > > Pedagogy, Language, Arts & Culture in Education (PLACE) Group Seminars > Assessment Policy and Music Education: Perspectives from North America

Assessment Policy and Music Education: Perspectives from North America

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Assessment policy, whether explicitly or implicitly expressed, is defined for this chapter as any set of principles or guidelines that are constructed for the purpose of bringing consistency and fairness to a course of action involving measurement, evaluation, or growth related to any dimension of an individual’s learning. Assessment policies are influenced by time and place and often are shaped by powerful policy frameworks, i.e., the political environments, in which policy is conceived. The purpose of this chapter is to examine several issues (the status of music as a basic/core/well-rounded subject and the jurisdiction for the teacher certification process) and trends that impact these issues (the decreasing federal government involvement in education; the extending of educational agendas across boundary lines; and the growing power of arts advocacy groups) that emerge at the intersection of assessment policy and music education from a North American (delimited to Canadian, Mexican and U.S.) perspective.

Dr. Glenn E. Nierman (BM, Washburn; MM, Cincinnati; DME , Cincinnati), U.S. National Association for Music Education (NAfME) Immediate Past President for 2016-18, is currently Professor of Music Education and Glenn Korff Chair of Music in the Glenn Korff School of Music, University of Nebraska-Lincoln. In addition to his administrative duties as coordinator of Music Summer Sessions, Dr. Nierman teaches graduate courses in curriculum, assessment, and quantitative research methodologies. He has authored numerous journal articles, made presentations at NAfME National Conferences, and given addresses at ISME World Congresses on five continents. His research interests include assessment, instructional strategies, and pre-service music teacher education. Dr. Nierman is a former member of the ISME Executive Board (2012-2016) and has served on the Editorial Board of the Bulletin of the Council of Research in Music Education. He currently chairs NAfME’s Teacher Evaluation Task Force and serves on the research team designing NAfME’s Model Cornerstone Assessments.

This talk is part of the Pedagogy, Language, Arts & Culture in Education (PLACE) Group Seminars series.

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