School of Music Faculty Publications
A Case Study of the Implementation of Non-linear Assessment Protocols for Pre-service Music Teachers
Document Type
Article
Publication Date
12-11-2025
Abstract
Grounded in previous research regarding admission and graduation standards of music education undergraduate candidates, we created a framework to assess student readiness to enter the music education profession across multiple points of inquiry. To determine the efficacy of the protocols, we conducted a case study to pilot implementation of the protocols with two university music education programs in the United States. Two of the authors–music education faculty at these universities–served as site coordinators implementing the protocols with multiple student cohorts (comprised of first-year, midpoint, and graduates) within their institution. The authors reviewed the reports employing a three-step process. In the first step, a third independent author reviewed both reports while each site coordinator reviewed the other institution’s report. In the second step, the two site reviewers compared their reviews with the other author’s report leading to a “composite review.” In the third step, all three reviewers discussed the two composite reviews to determine recommendations for refining the protocols without disrupting collection of longitudinal data of their pre-service cohorts. Following final analysis, we revised the framework to better fit a full spectrum of universities and align with current best practices in music teacher education.
Recommended Citation
Ward, Jeffrey, Phillip Payne, and Michele Henry. "A Case Study of the Implementation of Non-linear Assessment Protocols for Pre-service Music Teachers." International Journal of Music Education (2025): 02557614251393888. https://doi.org/10.1177/02557614251393888
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
International Journal of Music Education
DOI
10.1177/02557614251393888
Comments
© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages