Assessment in the secondary music classroom

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

This is the latest version of this item.

[img] Text
Book2_(P3)_Chapter17 EDITS FINAL reformatted.docx

Download (128kB)


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
Date: 20 May 2018
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: 01 Mar 2019 10:48
Last Modified: 16 Jun 2020 18:51

Available Versions of this Item

Actions (login required)

View Item View Item


In this section...