Resource Guide: Subject Matter Assessment of Prospective Music Teachers. Report of the California State University Workgroup on Assessment of Prospective Music Teachers (San Francisco, California, March 29-31, 1989).

Institution	California State Univ., Long Beach.
Titel	Resource Guide: Subject Matter Assessment of Prospective Music Teachers. Report of the California State University Workgroup on Assessment of Prospective Music Teachers (San Francisco, California, March 29-31, 1989).
Quelle	(1989), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Tagungsbericht; Academic Advising; Assessment Centers (Personnel); Competency Based Teacher Education; Educational Assessment; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Higher Education; Knowledge Level; Models; Music Education; Music Teachers; Secondary School Teachers; State Standards; Teacher Evaluation; Teaching Skills; Vocational Education + Suchen Sie Ihr Suchwort? Akademischer Rat; Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Analogiemodell; Musikerziehung; Music; Musiklehrer; Teacher appraisal; Lehrerbeurteilung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausbildung; Berufsbildung
Abstract	This publication is a guide to assessing the competence of prospective music teachers in the California public schools. The guide was developed as part of a state-wide response to legislated entry and exit standards for teachers in elementary and secondary schools. An introduction describes the regulations and Executive Orders which are the basis for the guide, and the conference at which it was developed. A section on the principles of assessment in music outlines and describes unity of purpose among the diversity of programs, the importance of multiple measures, assessment design (process, features, scheduling). The next section, on areas of competence, establishes two categories--first, generic competencies fundamental to all disciplines and, second, competencies specific to music under four categories: knowing, performing, conducting, and creating. A section on sources of information for assessments discusses general guidelines and methods of assessment information gathering. The fourth section offers two model assessment formats. A final section treats recommendations related to resource and administrative issue. Contains 30 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC