Measurement Strategy & Connecting and Communicating Your Ideas
Joseph Fisher
October 7, 2025
The Effect of Rhythmic Dictation Assessments in Elementary School on Music Literacy
After several years as a middle school choral director and five years as an elementary music teacher, I have identified the retention of music literacy skills to be a pedagogical issue. After four years of experience teaching in elementary school, I have discovered that students are gaining a strong background in music literacy but struggling to retain knowledge when advancing to secondary school. In conjunction with other pedagogical philosophies, this action research will address this issue by focusing on the ability to listen to, perform, write, and identify rhythms.
On this webpage, you will find the resources I have crafted to guide the action research. First observers will find an outline that highlights the need for study, followed by a literature review, which supports action research through several published journal articles and resources. This page concludes with the proposed action plan, supported by these documents, stating the necessary steps to implement the plan. Observers can also see the appendices with various documents and videos I have designed to execute the action
Action Research Design Outline
The action research design outline provides the purpose of the project and how it will be carried out
Literature Review
This review guided and supported the preparation for the action plan. The study of articles about music literacy, technology, and assessment supports the proposal of using rhythmic dictation assessments in elementary school to reinforce music literacy.
Action Plan
The action plan is a culmination of planning to set the research into motion.
Action Plan Appendices A-D
Action Plan Appendices E-J
Appendix E: Pretest Assessment Video
Appendix F: Printable Worksheet
Appendix G: Answer Key
Appendix H: Posttest Assessment Video
Appendix I: Printable Worksheet
Appendix J: Answer Key
References
Ahlbäck, S. (2022, February 22). “Musical Literacy” and the Relevance of Music Notation - NAFME. NAfME. https://nafme.org/blog/musical-literacy-and-the-relevance-of-music-notation/
Armes, J. W. (2020). Music Teachers’ Assessment Literacy, Beliefs, & Practices: An Intervention Study [PhD dissertation, University of Colorado]. https://scholar.colorado.edu/downloads/8623hz672
Bertina, M., Utomo, U., Sinaga, S. S., Suharto, S., & Wibawanto, W. (2024). The effect of game based learning and perfect ear on learning concentration in reading rhythmic notation. Catharsis: Journal of Arts Education, 13(2), 199–224. https://journal.unnes.ac.id/journals/catharsis/article/view/18019
Del Barrio, L., & Arús, M. E. (2024). Music and movement pedagogy in basic education: a systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1403745
Denis, J. M. (2017). Assessment in Music: A Practitioner Introduction to assessing students. Update Applications of Research in Music Education, 36(3), 20–28. https://doi.org/10.1177/8755123317741489
Elkoshi, R. (2023). A study of rhythmic emergent literacy within an Orff-based program implemented in Israel. International Journal of Music Education, 42(1), 105–124. https://doi.org/10.1177/02557614221144685
Hollingsworth, K. J. (2022). The effects of length of instruction on Rhythm-Reading learning and retention on Second-Grade students. Update Applications of Research in Music Education, 41(3), 12–21. https://doi.org/10.1177/87551233221087878
Klonoski, E. (2006). Improving Dictation as an Aural-Skills instructional tool. Music Educators Journal, 93(1), 54–59. https://doi.org/10.1177/002743210609300124
Lange, D. M. (1999). Practical Ways to Assess Elementary Music Students. Journal of General Music Education, 13(1), 15–18. https://doi.org/10.1177/104837139901300104
Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
National Association for Music Education. (2014). 2014 Music Standards for General Music Grades Pre-K-8. NAfME. https://nafme.org/wp-content/uploads/2023/04/2014-Music-Standards-PK-8-Strand.pdf
National Association for Music Education. (2018). Early childhood music education. NAfME. https://nafme.org/resource/early-childhood-music-education/
Reimer, B. (1994). Thinking Globally about a Research Agenda for General Music. Journal of General Music Education, 7(2), 3–12. https://doi.org/10.1177/104837139400700202
Snyder, S. (2001). Connection, correlation, and integration. Music Educators Journal, 87(5), 32–70. https://doi.org/10.2307/3399706
Wang, C. C., & Sogin, D. W. (1997). Self-Reported versus Observed Classroom Activities in Elementary General Music. Journal of Research in Music Education, 45(3), 444–456. https://doi.org/10.2307/3345538