Parent, Student, and Teacher Perceptions of Assessment Procedures in Beginning Instrumental Music

Abstract

The purpose of this study was 50 examine the perceptions of parents, students, and the teacher regarding assessment procedures in beginning instrumental music. Data for the study included: the teacher's log of interactions with the assessment tools; a student instrumental music questionnaire (collected in spring 2002 and spring 2003); a parent evaluation of the assessment report (collected in spring 2002 and spring 2003); telephone interviews with parents (spring 2002 and spring 2003), focus group interviews with students (spring 2003 only), a teacher interview (fall2002), and the collaborative researcher's log of study interactions. Categories of findings include: positive perceptions and suggestions from participants; challenges of implementation; and documentation of the connections between curriculum and assessment. The importance of teacher and parent feedback in the assessment process is discussed in addition to recommendations for teaching practice and research

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