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Abstract

Assessment and feedback practices constitute a key component in the educational process; however, little research exists for the assessment and feedback practices of secondary music teachers. Using qualitative methods including observational data, document analysis, and in-depth, semi-structured interviews, this descriptive case study explored the assessment practices of five music teachers in one high school. Using the work of Marzano as a theoretical underpinning, the research focused on teacher perceptions and beliefs about assessment as well as the differences in musical media. The case study further highlights previous research by Hale and Green on musical assessments by addressing individual teacher’s beliefs. The findings suggest that each of the five teachers had a specific style of teaching and assessing that addressed musical elements; however, there was an internal consistency in the musical elements addressed by each teacher.

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