AN EVALUATION OF A WEB-BASED MODEL OF ASSESSMENT FOR THE
NEW JERSEY STATE CORE CURRICULUM CONTENT STANDARDS
James Thomas Frankel
Drawing from a convenience sampling of music educators in the State of New Jersey (N = 12) and the students they teach (N = 174), this study investigated the viability of a web-based assessment model for the New Jersey State Core Curriculum Content Standards for the Visual and Performing Arts, specifically music. This assessment model was primarily focused on facilitating performance-based assessment using e-mail as a means of transmitting student work. Teachers administered two assessment activities to their students using the Internet and associated technologies. For this study, viability was defined as: a) practical viability from a technical perspective, b) pedagogical viability from an educational perspective, and c) overall viability. Data included e-mail correspondence, teacher and student online surveys, teacher phone interviews, teacher online focus group, and student work; these were analyzed using a hybrid evaluation model. Results, presented using both descriptive statistics and illustrative narrative, indicated that the web-based model of assessment was viable from a practical and pedagogical perspective. While the overall viability of the website was evident, the teacher-participantsŐ agreed that complete participation at the statewide level was unrealistic due to the lack of comprehensive training and experience using technology in the music classroom. The results support the viability of the Internet as a facilitator of large-scale performance-based and traditional assessment.