Date
8-2020
Department
School of Music
Degree
Master of Arts in Music Education (MA)
Chair
Kathryn L. Wert
Keywords
Inclusion, Differentiation Practices, Summative Assessment, Formative Assessment, Special Needs, General Music
Disciplines
Education | Music | Music Education
Recommended Citation
Quigley, Mary Elizabeth, "The Value of Assessment for the Inclusive General Music Classroom" (2020). Masters Theses. 656.
https://digitalcommons.liberty.edu/masters/656
Abstract
This project contains an analysis of the current inclusion and assessment practices of the middle school (7th and 8th grade) general music classroom. There are many studies concerning inclusion of students with special needs and the importance of assessments in teaching music. However, there are very few studies that connect assessment techniques with inclusion, demonstrating that music teachers are teaching to each student’s ability. This study used the case study methodology in the qualitative approach with teacher interviews, surveys, and several classroom observations to analyze the data. The data was coded, and names of people and the school district were anonymized to protect the privacy of those involved. After the data was analyzed, the best strategies for assessment as well as how to use those assessments were provided. The purpose of this project is to present findings on how methods of assessment can increase the success of all students in the inclusive general music classroom.
