A Profile of High

The purpose of this study was to identify and describe high-stakes assessment practices in the field of music teacher education. Furthermore, I sought to compare institutional capstone assessment practices with state licensure requirements. Research questions involved the status of high-stakes assessments of general, content, and pedagogical knowledge, as well as high-stakes teacher performance assessments (e.g., edTPA). Participants in this study included faculty representatives (N = 274) from National Association of Schools of Music–accredited music teacher education programs across all 50 states. The majority of participants indicated that preservice candidates were required to pass a test of general knowledge as a gatekeeper to acceptance into the music teacher licensure program, as well as a variety of other examinations prior to graduation. More than one half of participants reported that their institution required music teacher candidates to complete a teacher performance assessment (e.g., edTPA). Alignment between state and institution requirements was varied