Music Assessment and Global Diversity

Advancing Music Education through Assessment: Honoring Culture, Diversity, and Practice

The Seventh International Symposium
on Assessment in Music Education

March 19-22, 2019
Gainesville, Florida, USA

Keynote Presenters

Keynote Presenters


Andreas Lehmann-Wermser

Andreas Lehmann-Wermser. Born in 1955 he studied music education, German literature and educational sciences and received his degree in teaching from Hannover Technical University. After 20 years of teaching in secondary schools he returned to Hannover University of Music Drama and Media to receive a PhD in music education in 2002. From 2004 until 2015 Andreas Lehmann-Wermser acted as associate professor for music education at the University of Bremen  but also as Director of the Center for Teacher Education. In 2015 he was appointed full professor and director of the Institute for Music Education Research at Hannover University of Music Drama and Media.  Andreas Lehmann-Wermser has conducted several large studies on musical competencies and musical participation, mostly financed by the federal government of Germany. He is also founder and co-editor of the online bulletin of empirical music education research and chair of ISME's SIG on Assessment, Measurement and Evaluation.

Keynote Presentation: Advancing or Hindering Music Education through Assessment? Some Remarks from a European Perspective of Classroom Research

Abstract: Music education is certainly under scrutiny both by school administration and political institutions. Is it really worth the effort? Is there a return on investment if music and the arts in general are supported? Questions have come up since the Millennium when the quality and the structure of education in a changed global context were reconsidered. A new emphasis on assessment and new paradigms like competencies have changed the everyday practice in classrooms. However, these changes are at times ambivalent and call for a close look on these practices. Empirical research and scholarly considerations can inspire ways of assessment that are aware of the pitfalls and favor assessment for learning.

 

Dan Massoth

Daniel J. Massoth is a nationally known presenter of music technology curriculum integration techniques, having presented sessions in more than 20 states. While working at MakeMusic, Dan guided the business and technical development of the SmartMusic learning software and repertoire. With degrees from the University of Minnesota (B.S., M.A.), Dan has taught in several Minnesota school districts but now teaches instrumental music and serves as Head of Arts at the American International School in Kuwait. He also served on the executive board of the Minnesota Band Directors Association and as technology chair for the Minnesota Music Educators Association.

Keynote Panel:  Current Music Assessment Technologies - and Visions for the Future

Panelists: Amy Burns, Giovanna Cruz, James Frankel, Graham Hepburn

Abstract: This panel discussion features representatives from industry-leading music education technology companies, providing a forum for an overview of available software and/or hardware products and then delving into these key questions:

* Music learning. How does this technology promote successful student learning in music?
 
* Effective data use.  How can this assessment data be used to improve music teaching and learning?
 
* Evaluation. How can this technology be used to assess and/or evaluate the practices of music teaching and learning?
 
 * Quality. How are internationally accepted norms for validity and reliability addressed in assessment methodologies employed in this technology?
 
* Unintended consequences. What unforeseen and unplanned outcomes of assessment have been observed?

A minimum of 20 minutes for audience questions would be reserved at the end of the discussion.

 

Kelly A. Parkes

Kelly A. Parkes is Associate Professor of Music and Music Education at Teachers College, Columbia University. She Directs the Teacher Certification program for pre-service teachers in Music and is Chair of the Teacher Education Policy Committee. She has served as the Chair for the National Association for Music Education Assessment Special Research Interest Group, and as Co-Chair for their work in developing Model Cornerstone Assessments that accompany the 2014 National K-12 Music Standards. She also served on the team that produced the NAfME Workbooks for Building and Evaluating Music Education. She is an elected member of the Board of Directors for the International Trumpet Guild and serves as an editorial board reviewer for the Journal of Research in Music Education.

Her sustained research activity is found in over 50 publications and she has contributed to more than 100 regional, national, and international conferences. Her research agenda is focused on the assessment of music teaching and learning; in the applied studio in higher education, in K-12 classroom settings, and in music teacher education. In 2010 she was recognized by Virginia Tech University for her teaching and research, winning the XCaliber Award for teaching with technology and the Scholarship of Teaching and Learning Award for her research about pedagogy within higher education. Her music education program was given the University Exemplary Program award in 2012.  In 2018 she was appointed as a Lowell Mason Fellow with the National Association of Music Education in recognition of her important contributions to music education.

Keynote Presentation: What Are We Doing? Assessment Quandaries of the 21st Century

Abstract: Music assessment practices in the USA during the 21st century have improved markedly over the past two decades, often in response to, or in spite of, political decisions; these practices have occurred within a pervasive climate of accountability and quality assurance particular to the United States. This address raises quandaries facing music education assessment experts and problematizes the misuse of assessment data in the evaluation of teaching, both in K–12 schools and in higher education. The address also focuses on related issues with performance assessments, again, at both K–12 and tertiary levels. The scope of measurements used for music performance and knowledge evaluations, along with teaching evaluations, are examined, critiqued, and arguments for alternatives are given. A call is made for a deepened commitment to assessment content knowledge and assessment pedagogical knowledge, with a view toward further sharing expertise and improving assessment literacy in the music education profession.