ABSTRACT
The purpose of this chapter is to address the evaluation of music classroom testing quality using three key indicators: validity, reliability, and fairness. Topics of the chapter include defining tests, latent constructs, and inferences; traditional (i.e., large-scale testing) perspectives of validity, reliability, and fairness; and new music classroom perspectives of validity, reliability, and fairness. The new framework for conceptualizing validity, reliability, and fairness in classroom music contexts provides a more accessible, qualitative approach for teachers to reflect upon the quality of their classroom music assessments.
