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 - Accepted Version

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
20 May 2018Published
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: Martin Fautley
Date Deposited: 01 Mar 2019 10:48
Last Modified: 03 Mar 2022 16:59

Available Versions of this Item

  • Assessment in the secondary music classroom. (deposited 01 Mar 2019 10:48) [Currently Displayed]

Actions (login required)

View Item View Item


In this section...