In this study, we documented and compared the assessment perceptions and practices of elementary music educators in NAfME’s Eastern Division. State MEA organizations and NAfME distributed a researcher-designed survey in which respondents ( N = 109) answered Likert-type items and items focused on the use of assessment and feedback strategies. We analyzed results based on participants’ demographics and teaching responsibilities (i.e., choral ensemble, general music, band ensemble, orchestra ensemble, other). Independent of teaching responsibility, these teachers reported overall positive perceptions of assessment’s role in music classrooms. Participants reported using varied assessments and feedback styles in their classrooms; in general, they rely on informal assessment over formal assessment and non-musical grading criteria over musical grading criteria. We recommend replicating and expanding this study throughout the country or as a qualitative or mixed methods inquiry.
Brown et al. (2026) studied this question.