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|a Assessment in Music Education: from Policy to Practice
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|c edited by Don Lebler, Gemma Carey, Scott D. Harrison.
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|a Glossary -- 1. Future Directions for Assessment in Music -- 2. Backwards Assessment Explanations: Implications for Teaching and Assessment Practice -- 3. Assessment in Music in the European Context: The Polifonia Project -- 4. Assessment in Music in the Australian Context: The AiM Project -- 5. Challenging Approaches to Assessment of Instrumental Learning -- 6. The Bachelor of Music: Purpose, Desires and Requirements -- 7. Participants’ Perceptions of the Role of Fair and Valid Assessment Tasks in Tertiary Music Education -- 8. Assessment and Critical Feedback in the Master-apprentice Relationship: Rethinking Approaches to the Learning of a Music Instrument -- 9. Assessing Music Performance Process and Outcome through a Rubric: Ways and Means -- 10. Embedding Creative and Critical Thinking in Performance Studies – the Challenge -- 11. A Search for Balance: The Development of a Performance Assessment form for Classical Instrumental Music in the Tertiary Context -- 12. Linking Assessment Practices, Unit-level Outcomes, and Discipline Specific Capabilities in Contemporary Music Studies -- 13. New Wine in Old Bottles: Aligning Curricula, Pedagogy and Assessment through Creative Practice in Classical and Contemporary Music -- 14. Assessments for Music Theory: Three Situations -- 15. The BoPMAT: Bachelor of Music Popular Music Program -- 16. The Amazing Marking Machine. A Process for Authentic, Efficient Assessment -- 17. Assessment and Feedback in Curricula Design for Contemporary Vocal Studies -- 18. Musical Theatre Assessment: Perspectives on the Efficacy of Continuous Assessment -- 19. Aligning Student Attitudes, Assessment, and Curriculum Design: A Case Study using “My Life as a Musician” Vocational Preparation Strand -- Concluding Thoughts: Assessment in Music for the 21st Century.
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|a The contributions to this volume aim to stimulate discussion about the role of assessment in the learning experiences of students in music and other creative and performing arts settings. The articles offer insights on how assessment can be employed in the learning setting to enhance outcomes for students both during their studies at higher education institutions and after graduation. An international group of leading researchers offers an exciting array of papers that focus on the practice of assessment in music, particularly in higher education settings. Contributions reflect on self-, peer- and alternative assessment practices in this environment. There is a particular emphasis on the alignment between assessment, curriculum structure and pedagogy.
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