Date of Conferral

10-29-2024

Degree

Ph.D.

School

Education

Advisor

John Flohr

Abstract

Recent studies suggest that preservice music teacher educators (MTEs) had more experience in assessment preparation at the graduate level than during their undergraduate experience. Although music standards and assessments emphasize providing information about student learning, research investigating what assessment strategies music faculty are using and teaching to prepare preservice MTEs is limited. The purpose of this basic qualitative research study was to address the gap in research regarding assessment strategies used and taught by music faculty across the United States to prepare K–12 preservice MTEs for classroom instruction. The study is grounded in the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model framework. Semistructured, open-ended interviews were conducted with 10 music faculty that use or teach assessment strategies. The five themes that emerged from open coding and thematic analysis are (a) assessment strategies in music education, (b) technology as a tool for engagement and assessment, (c) course design and curriculum development, (d) professional development and collaboration, and (e) 2014 National Core Music Education Standards and Frameworks in Music Education. The themes illustrate a comprehensive view of the challenges and opportunities involved in equipping preservice MTEs with effective assessment practices, contributing to the evolving discourse on best practices, relevance, and innovation in music education. By equipping preservice MTEs with strategic assessment practices, the study promotes positive social change, bridging the gap between preparation and practice to cultivate meaningful educational experiences for future MTEs in K-12 settings.

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