Abstract
- In the field of music teaching and learning, performance assessments continue to be a significant portion of secondary music instruction. In many ways, it has become a central identity of our profession. However, the history and development of music performance assessment in the U.S. originally intended to raise musicianship in school ensembles to support the legitimation of secondary ensembles in formal schooling. Research suggests that a variety of stakeholders question its relevancy and necessity in contemporary society, while pressures from administrators, parents, and community continue to maintain the pressures often associated with music performance assessments. Re-envisioning performance assessments may provide new avenues for music making that enhance and support creative thinking in music, continue to develop relationships with all stakeholders, and raise the interests of students in secondary ensembles.