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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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
Identification Number: https://doi.org/10.1017/S0265051721000255
Dates:
DateEvent
8 November 2021Accepted
30 March 2022Published Online
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
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: http://www.open-access.bcu.ac.uk/id/eprint/12664

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