Documenting Student Learning in Music Performance

Abstract

A fundamental aim of the Race to the Top agenda is to assess the effectiveness of teachers based on value-added growth measurement models of student achievement. However, in nontested grades and subject areas, such as music, alternative assessment types are being considered, including district-, school-, or teacher-developed measures. This article explores the relationship between assessment for accountability and assessment for instructional improvement and offers a framework for documenting student growth and achievement in the music performance classroom.