THE FLORIDA MUSIC ASSESSMENT
2007 Elementary Phase I Field Test Report

Timothy S. Brophy, Ph.D.

Associate Professor of Music Education

University of Florida

James Perry, Executive Director

The Florida Music Educators Association

Tallahassee, Florida

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Order of Presentation

• Overview of the Florida Music Assessment (FMA) – Tim Brophy

• Review of 2007 Field Test Score Data – Tim Brophy

• Obtaining the FMA – James Perry

• Looking Ahead– James Perry

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The Florida Music Assessment

• Three Phases:

  • Phase I – Content Knowledge, Listening, Analysis

  • Phase II – Individual Performance

  • Phase III – Individual Creativity (Composition and Improvisation)

• Three levels:

  • Elementary

  • Middle School

  • High School

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The Florida Music Assessment

• May 2005 Phase I Elementary Pilot

  • 18 schools across the state

  • 1,583 students in Grade 4

  • Four forms, 20 items each, 75 items tested

• May 2007 – Phase I Elementary Field Test

  • 106 schools across the state

  • 9,473 students in Grade 4

  • Four forms, 30 items each, items tested

• 2007-08 – Phase I Middle School and High School pilot tests

• A review of the score data from the 2007 Elementary Phase I Field Test follows (refer to your Table 1)

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Score Data – All Forms

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Amount and Frequency of Music Instruction in the Sample Schools (N = 106)

Note. Times per week = the number of times the students have music per week. Minutes per week = the number of minutes per week of music instruction. These figures are based on the reported frequency of instruction and the amount of instruction in minutes; in cases where instruction occurs at a frequency of once every 6 or more days, these figures were calculated as if instruction occurred on a weekly basis. To provide a more accurate view of the minutes per week and frequency of instruction across the widely variable schedules that were reported, figures are provided for minutes and days of instruction per year, based on a 180 day school year.

(Your Table 2)

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Gender/Ethnic Group Score Data

(Your Table 3)

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Correlation of School Scores and Frequency of Music Instruction, Amount of Music Instruction, School Community Classification, and Type of Classroom Setup (N = 106)

Note: *p < .05. Frequency of instruction is expressed as the numbers of days per week students have music instruction. Amount of Music Instruction is expressed as the minutes per week students have music instruction. School Community Classifications are Urban, Rural, and Suburban. Types of Classroom Setup are Self-Contained, Traveling on a Cart, Both Self-Contained and Traveling, and none -- no music class.

(Your Table 4)

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Correlation of 2007 FMA Raw Scores, FCAT Reading, Math, and Writing School Scores (N = 106)

Note *p < .05. **p < .0001.

(Your Table 5)

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Test Evaluation

• Part 1 – Quantitative Ratings shown in your Table 6 (128 teachers responded)

• Likert Scale – 1 = strongly disagree, 7 = strongly agree

• Range of ratings from 4.1 (the test book was easy for students to follow) to 6.0 (the test CD was useful for you as the test administrator)

• Part 2 – Qualitative comments – still under analysis

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Item Analysis – Common Items

Note. *rpbs = point-biserial correlation

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James Perry
Executive Director, FMEA