Assessment in Music Education

by Martin Fautley

Overview

Assessment in schools has become a hotly debated issue in education. In the wake of political pressures for accountability, educators have sought to defend the principle that assessment should serve the interests of learners and learning. With the aim of improving learning and raising standards, this book presents a case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The author draws on and discusses the practical application of a range of theoretical and philosophical research, encouraging a holistic approach and focused teacher-intervention. The book provides material for reflection as well as practical tips, and is suitable for instrumental and classroom teachers (at all levels, but particularly 11-18), and the academic community.

Product Details

ISBN-13:	9780193362895
Publisher:	Oxford University Press Music
Publication date:	04/12/2010
Series:	Oxford Music Education
Edition description:	New Edition
Pages:	240
Product dimensions:	9.20(w) x 6.15(h) x 0.45(d)

About the Author

Martin Fautley began his career as a music teacher, teaching in secondary schools in the Midlands (UK). He taught a broad spectrum of pupils, was director of a number of successful school musical ensembles, and ran a music centre, where he was in daily contact with instrumental learning. Following an in-service MA in education, he returned to full-time study at Cambridge University, where his doctoral research into group composing, and the role that teacher assessment can play in developing it, bridged the education and music faculties. In 2007 Martin became Reader in Music Education at Birmingham City University, where he has written and published widely on matters concerning creativity and assessment. He continues to undertake research into these key areas of education, and is a regular presenter at conferences.

Table of Contents

1. Introduction to assessment in music education2. Clarifying terminologies: uses and purposes of assessment3. Reliability and validity4. Evidencing achievement5. Learning and knowledge in classroom music6. Why assess? 7. 7. Progression, development, and assessment8. Quality, values, and the affective domain9. Developing appropriate criteria for assessment10. Developing classroom performing by the use of assessment11. Developing classroom composing through assessment12. Developing listening through assessment13. Developing classroom improvising by the use of assessment14. Assessment and ICT in music education15. The role of baseline assessment16. Putting it together: holistic approaches to learning and assessment in music17. The way forwards: new developments in assessment