The Oxford handbook of philosophical and qualitative assessment in music education

The Oxford handbook of philosophical and qualitative assessment in music education / edited by David J. Elliott, Marissa Silverman, and Gary E. McPherson.

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education wit...

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Bibliographic Details
Other Authors: Elliott, David J. (David James), 1948- (Editor), Silverman, Marissa (Editor), McPherson, Gary (Editor)
Format: eBook
Language:English
Published: New York, NY : Oxford University Press, [2019]
Series:Oxford handbooks.
Subjects:
Music > Instruction and study > Evaluation.
Music > Instruction and study > Evaluation
Online Access:Click for online access
Table of Contents:
  • Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview / David J. Elliott, Marissa Silverman, Gary E. McPherson
  • Cultural imperialism and the assessment of creative work / Juniper Hill
  • A music-centered perspective on music therapy assessment / John A. Carpente, Kenneth Aigen
  • Improvisation, enaction, and self-assessment / Dylan van der Schyff
  • Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience / Lise C. Vaugeois
  • Critically assessing forms of resistance in music education / Brent C. Talbot, Hakim Mohandas Amani Williams
  • An ethical consideration of assessment in music education through the lens of Levinas / Kathryn Jourdan, John Finney
  • Enter the feedback loop: Assessing music technology in music education with personal bests / Adam Patrick Bell
  • Could there be Deleuzian Assessment in Music Education? / Lauren Kapalka Richerme
  • Music as bildning:The impracticability of assessment within the Scandinavian educational tradition / Johan Söderman
  • Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway / Sidsel Karlsen, Geir Johansen
  • A Case for Integrative Assessment from a Freirian Perspective / Frank Abrahams
  • International perspectives on assessment in music education / Alexandra Kertz-Welzel
  • The assessment of classroom music in the lower secondary school: The English experience / Martin Fautley
  • Non-regulated assessment in music education: An urban Iranian outlook / Nasim Niknafs
  • The primacy of experience: Phenomenology, embodiment, and assessments in music education / Andrea Schiavio
  • Music teacher evaluation, teacher effectiveness, and marginalized populations:?A tale of cognitive dissonance and perverse incentives / Karen Salvador, Janice Krum
  • Habits of mind as a framework for assessment in music education / Jillian Hogan, Ellen Winner
  • The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education / John Kratus
  • Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation / Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, Steven Bingham
  • Philosophy of assessment in popular music education / Bryan Powell, Gareth Dylan Smith
  • Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education / Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, Iman Bikram Shah
  • Assessment as care: A South African perspective / Janelize van der Merwe
  • Building a culture of ethical, comparable, authentic assessment: Music education in Queensland / Andrew Reid, Julie Ballantyne
  • The influence of assessment on learning and teaching: Using assessment to enhance learning / Susan Hallam
  • Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education / Lauri Väkevä
  • / Roger Mantie, Beatriz Ilari.

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