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.
1: Introduction to assessment in music education
2: Clarifying terminologies: uses and purposes of assessment
3: Reliability and validity
4: Evidencing achievement
5: Learning and knowledge in classroom music
6: Why assess?
7: 7. Progression, development, and assessment
8: Quality, values, and the affective domain
9: Developing appropriate criteria for assessment
10: Developing classroom performing by the use of assessment
11: Developing classroom composing through assessment
12: Developing listening through assessment
13: Developing classroom improvising by the use of assessment
14: Assessment and ICT in music education
15: The role of baseline assessment
16: Putting it together: holistic approaches to learning and assessment in music
17: The way forwards: new developments in assessment
Martin Fautley
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.
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