ASSESSMENT IN THE SECONDARY MUSIC CLASSROOM
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Fautley, Martin and Colwell, Richard (2018) ASSESSMENT IN THE SECONDARY MUSIC CLASSROOM. In: Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education. Oxford University Press, New York, pp. 257-271. ISBN 9780190674595
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Abstract
The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, we need to begin by understanding what assessment is, what the terminologies involved mean, what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders, and what constitutes secondary school music.
In the course of this chapter we will consider the following issues in student assessment (program assessment is not considered):
• The context of assessment
• Uses and purposes of assessment • Legitimizing assessment
• Assessment and music pedagogy
| Item Type: | Book Section |
|---|---|
| Subjects: | X300 Academic studies in Education X900 Others in Education |
| Divisions: | Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Creativities REF UoA Output Collections > REF2021 UoA23: Education |
| Depositing User: | Martin Fautley |
| Date Deposited: | 30 May 2018 09:57 |
| Last Modified: | 31 May 2018 09:16 |
| URI: | http://www.open-access.bcu.ac.uk/id/eprint/5955 |
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- ASSESSMENT IN THE SECONDARY MUSIC CLASSROOM. (deposited 30 May 2018 09:57) [Currently Displayed]
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