The importance of threshold concepts and formative assessment in lower-secondary school group composing

Booth, Nikki and Kinsella, Victoria (2022) The importance of threshold concepts and formative assessment in lower-secondary school group composing. British Journal of Music Education. ISSN 0265-0517

[img]
Preview
Text
BJME - The Importance of Threshold Concepts and Formative Assessment (Accepted version).pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (236kB)

Abstract

Meyer and Land’s work (among subsequent others) on Threshold Concepts has been influential in numerous subjects, particularly in Higher Education. However, despite its growing international interest, its application into the domain of music in schools is a highly under-researched area. This article draws on the notion of Threshold Concepts focusing on the context of lower-secondary school (Key Stage 3: ages 11-14) group composing. Using video-recorded and interview data from three case-study schools in the English Midlands, examples of TCs are presented and how formative assessment was, or could have been, a key process in them being crossed is discussed.

Item Type: Article
Identification Number: https://doi.org/10.1017/S0265051722000067
Dates:
DateEvent
17 January 2022Accepted
5 April 2022Published Online
Uncontrolled Keywords: Threshold concepts; formative assessment; group composing; Key Stage 3; lower-secondary
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Victoria Kinsella
Date Deposited: 19 Jan 2022 11:20
Last Modified: 07 Apr 2022 12:43
URI: http://www.open-access.bcu.ac.uk/id/eprint/12669

Actions (login required)

View Item View Item

Research

In this section...