ABSTRACT

The purpose of this study was to examine the characteristics of performance- based assessments for music teacher certification in New York state. For this purpose, the Educate All Student (EAS) test, Content Specific Tests(CSTs), and edPTA of the New York State were studied. It was found that these were criterion-referenced, supporting student learning, ensuring the reliability and the validity, and employing meaningful real-life tasks. These characteristics imply us the reconsideration about the purpose and philosophy of teacher certification assessments.

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