Assessment Policy and Practice in Secondary Schools in the English National Curriculum

Fautley, Martin Assessment Policy and Practice in Secondary Schools in the English National Curriculum. In: The Oxford Handbook of Assessment Policy and Practice in Music Education. OUP.

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Abstract

This chapter describes the ways in which assessment policy in classroom music education in England has been both legislated for and operationalized in practice. It describes how changes to whole-school assessment legislation have found their outworking in schools and classrooms, which have become contested and problematic sites. It describes how assessment in classroom music has had to shift its focus from attainment onto progression in order to comply with policy. The chapter also points out the effects of a performativity culture in English school music classes, where the production of data has become a goal in its own right, superseding, in some cases, an attention to learning and musicianship. It concludes that refocusing on musical aspects of teaching and learning would be a good thing for the development of both the subject and the participating learners.

Item Type: Book Section
Subjects: W300 Music
X300 Academic studies 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: Anthony Anderson
Date Deposited: 24 Jan 2019 08:57
Last Modified: 24 Jan 2019 08:57
URI: http://www.open-access.bcu.ac.uk/id/eprint/6862

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