Assessment and Case Law: Implications for the Grading Practices of Music Educators

Autor/in	Russell, Joshua A.
Titel	Assessment and Case Law: Implications for the Grading Practices of Music Educators
Quelle	In: Music Educators Journal, 97 (2011) 3, S.35-39 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432110392051
Schlagwörter	Music Education; Music Teachers; Student Evaluation; Grading; School Law; Courts; Court Litigation; Context Effect; Teacher Educators; Course Content; Teacher Education; Educational Policy; Documentation + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Schulnote; Studentische Bewertung; Notengebung; Law concerning schools; Schulrecht; Court; Gerichtshof; Rechtsstreit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kursprogramm; Politics of education; Bildungspolitik; Dokumentation
Abstract	Assessment continues to be a topic of discussion and concern for many music educators and music teacher educators. The discussion of assessment in music education can spark lively and passionate debate among music educators, music teacher educators, students, policy makers, and parents alike. This article offers a discussion of some of the litigation that has taken place in American courts that may significantly affect how many music educators assess their students now and in the future. Several steps are presented to help music educators create grading policies that meet legal guidelines as outlined by court rulings. (Contains 1 table and 16 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10