Originally from Australia, Kelly Parkes’ primary research interests are in music and music education assessment; measuring musical learning within K-12 settings and the applied studio; teaching readiness, professional dispositions and reflective practices in pre-service teachers; as well as teaching effectiveness and teaching quality. Previously, she served as chair of the National Association for Music Education’s (NAfME) Society for Research in Music Education (SRME) Assessment Special Research Interest Group. She also co-chaired the national Model Cornerstone Assessment research project in partnership with NAfME and served on its Music Teacher Evaluation Taskforce.
Parkes was elected to the International Trumpet Guild Board of Directors (2015-2019) and was awarded the Lowell Mason Fellow award (2018) by the National Association for Music Education for her leadership in music education. She served on the editorial committee for the Journal for Research in Music Education (2014-2020) and currently serves on the review boards of the Music Educators Journal and the Research Studies for Music Education journal; she’s also a member of the NAfME Society for Research in Music Education’s Executive Board. Additionally, Parkes’ co-authored books—“Developing and applying assessments in the music classroom” (2020) and “Applying model cornerstone assessments in K–12 music: A research-supported approach” (2018)—serve as models for classroom music educators and resources for music teacher educators.