The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 2019
DOI: 10.1093/oxfordhb/9780190248130.013.64
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Assessing Singing Voice Development

Abstract: This chapter focuses on various tools and strategies that have been used in research studies for assessing singing voice development, particularly of children. The chapter is organized around the following: A definition of singing development, which includes use of the singing voice (vocal registers) and then pitch accuracy, is provided. An overview of approaches used in research to assess singing development is then presented. These approaches include singing tasks, such as echoing patterns and singing a song… Show more

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Cited by 3 publications
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“…As a result, music teachers also face challenges in assessing singing achievements (Salvador, 2010). Over the years, several measurement instruments were developed (Rutkowski, 2019), often without reports for reliability and validity measures; see Salvador (2010) for a critical review on this matter. Nonetheless, researchers have provided elementary music educators with measures of singing achievement, such as how to assess children’s vocal range and singing accuracy (Hedden, 2012; Rutkowski, 2019; Salvador, 2010).…”
Section: Assessment Of Musical Abilitiesmentioning
confidence: 99%
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“…As a result, music teachers also face challenges in assessing singing achievements (Salvador, 2010). Over the years, several measurement instruments were developed (Rutkowski, 2019), often without reports for reliability and validity measures; see Salvador (2010) for a critical review on this matter. Nonetheless, researchers have provided elementary music educators with measures of singing achievement, such as how to assess children’s vocal range and singing accuracy (Hedden, 2012; Rutkowski, 2019; Salvador, 2010).…”
Section: Assessment Of Musical Abilitiesmentioning
confidence: 99%
“…Over the years, several measurement instruments were developed (Rutkowski, 2019), often without reports for reliability and validity measures; see Salvador (2010) for a critical review on this matter. Nonetheless, researchers have provided elementary music educators with measures of singing achievement, such as how to assess children’s vocal range and singing accuracy (Hedden, 2012; Rutkowski, 2019; Salvador, 2010). According to Nichols (2016a), two distinct task types can be distinguished in tests for assessing singing accuracy: pitch-matching (repeat individual pitches, intervals, and patterns) and song material (sing phrases or entire songs).…”
Section: Assessment Of Musical Abilitiesmentioning
confidence: 99%
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“…She has also noted when children begin to use a register new to them they often sing lower pitches sharp. For example, some children who generally sing very well in tune often will still sing pitches near the bottom of their middle register (C4-D4) sharp if they are, in fact, appropriately using the middle register and not the chest register (Rutkowski, 2019).…”
Section: Comfortable Singing Pitchesmentioning
confidence: 99%