The significance of formative assessment for pupils’ spiral progression in English lower-secondary school group composing
Booth, Nikki (2022) The significance of formative assessment for pupils’ spiral progression in English lower-secondary school group composing. British Journal of Music Education, 39 (1). pp. 120-124. ISSN 0265-0517
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Official URL: https://www.cambridge.org/core/journals/british-jo...
Abstract
The notion of the spiral for progression and development is familiar both in general educational discourse as well as in the domain of music education. This brief article considers the spiral within the context of lower-secondary school group composing in England. Through the use of examples taken from two schools in the English midlands, it argues that formative assessment is a key process for enhancing spiral-like musical learning.
| Item Type: | Article | ||||||
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| Identification Number: | https://doi.org/10.1017/S0265051721000255 | ||||||
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| Uncontrolled Keywords: | formative assessment; group composing; lower-secondary school; spiral | ||||||
| Subjects: | CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music |
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| Divisions: | Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) | ||||||
| Depositing User: | Nikki Booth | ||||||
| Date Deposited: | 18 Jan 2022 10:31 | ||||||
| Last Modified: | 07 Apr 2022 12:48 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/12664 |
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