Document Type
Article
Publication Title
Journal of Music Teacher Education
Publication Date
2026
Keywords
assessment, evaluation, music teacher education, preservice teachers, student teaching
Abstract
The purpose of this study was to develop and validate the Music Teacher Candidate Assessment (MTCA), a rubric-based tool for evaluating student teachers in music classrooms. Factor analyses of scores issued by university supervisors (USs), cooperating teachers (CTs), and student teachers (STs) supported construct validity, explained 53.5% of the variance, and revealed two subscales: Pedagogy (I) and Professionalism (II). Concurrent validity resulted from a strong correlation (rs = .83) between evaluators’ rubric averages and holistic ratings of performance. Inter-factor correlation (r = .65) confirmed discriminant validity. All groups exceeded the α ≥ .80 threshold for acceptable internal consistency on both subscales with no increase by item deletion. Interrater reliability showed moderate exact agreement (M = 0.54, SD = 0.05) among USs, CTs, and STs. However, exact + adjacent agreement exceeded .90 on all items and averaged .96 (SD = 0.03) overall. The MTCA provides teacher educators with a reliable, discipline-specific assessment and reflection tool for use during the student teaching practicum.
Funding Source
This article was published Open Access thanks to a transformative agreement between Milner Library and Sage Journals.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
DOI
10.1177/10570837261430922
Recommended Citation
Hash, P. M. (2026). Development and Validation of a Music Teacher Candidate Assessment. Journal of Music Teacher Education. https://doi.org/10.1177/10570837261430922
Comments
First published in Journal of Music Teacher Education (2026): https://doi.org/10.1177/10570837261430922