Date of Award

1-1-2015

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (vi, 253 pages) : illustrations (some color)

Dissertation/Thesis Chair

Heidi L Andrade

Committee Members

Joan Newman, Susanne Harnett, Jason M Bryer

Keywords

Elementary Education, Formative Assessment, Music Achievement, Music Education, Propensity Score Analysis, Secondary Education, Music, Criterion-referenced tests, Educational tests and measurements

Subject Categories

Educational Assessment, Evaluation, and Research | Educational Psychology | Music Education

Abstract

The purpose of this study was to investigate the effects of criteria-referenced formative assessment on music achievement. Archival data from 1,173 students who participated in the first two years of the Arts Achieve project were used to examine the overall and school level effects of criteria-referenced formative assessment on music achievement, as well as its effect on content knowledge, listening, and performance achievement tasks. The relationships between sources of feedback from formative assessment – self, peer, teacher – and music achievement were also investigated. Unbiased causal treatment effects were derived after employing propensity score analysis to minimize selection bias and adjust for pre-treatment differences.

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