Assessment in Music Education: from Policy to Practice by Don Lebler, Gemma Carey, Scott D. Harrison

By Don Lebler, Gemma Carey, Scott D. Harrison

The contributions to this quantity target to stimulate dialogue concerning the position of evaluation within the studying reviews of scholars in tune and different artistic and acting arts settings. The articles provide insights on how overview might be hired within the studying atmosphere to augment results for college kids either in the course of their reports at larger schooling associations and after graduation.

An foreign crew of prime researchers bargains an exhilarating array of papers that target the perform of evaluation in tune, fairly in greater schooling settings. Contributions contemplate self-, peer- and replacement overview practices during this atmosphere. there's a specific emphasis at the alignment among overview, curriculum constitution and pedagogy.

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Au 28 M. Lennon • Could the AEC LOs serve as quality statements related to assessment in HME? • Are they assessable as they are? • Do we share standards in assessment to assure that assessment is secure, consistent and fair and leads to comparable results? This last question raises the issue of assessment processes and procedures. In any benchmarking situation it is important that like is being compared with like. From the knowledge and experience of assessment processes and procedures in HME in Europe within the WG members alone, there was evidence of widely varying practices and traditions in relation to issues such as: assessment components, grading scales, use of criteria, composition of panels and use of external assessors, decision making processes, weighting of assessments, and the role of feedback.

Polifonia’, 2013c) This objective is also currently under discussion within the Polifonia project and more information on the proposed European register of examiners will be available by the end of the project period in September 2014. More widespread use of external examiners in assessment processes could make a major contribution to enhancing shared understanding of achievement standards and of assessment processes and procedures. Conclusion This chapter has attempted to give some insight into the background to the Polifonia project and into HME in Europe, within which context the WG are operating.

Fidelity as a precondition for integrity in grading academic achievement. Assessment & Evaluation in Higher Education, 35, 727–743. Sadler, D. R. (2010b). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35, 535–550. 2 Backwards Assessment Explanations: Implications for Teaching and. . 19 Sadler, D. R. (2013). Opening up feedback: Teaching learners to see. In S. Merry, M. Price, D. Carless, & M. ), Reconceptualising feedback in higher education: Developing dialogue with students (pp.

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