Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

Music Education Assessment Policy and Practice in Turkey

2019 ◽  
pp. 272-299
Author(s):  
Dilek Göktürk-Cary
Keyword(s):  
Music Education ◽  
Music Teacher ◽  
Training School ◽  
Policy And Practice ◽  
Education Assessment ◽  
Modern Education ◽  
Area Of Interest ◽  
The Social ◽  
The Republic ◽  
Made In

This chapter introduces the practice of music education assessment since the foundation of the Republic in 1923, and describes the effects of the social and political environment on assessment policymaking process. After the Republican Era, greater importance has been given to the rise and development of modern education. In particular, important changes have been made in music education since the establishment of the Music Teacher Training School in Ankara in 1924. The assessment segment of music education was not considered as a great concern for policymakers until the 1990s, when growing globalism that caused closer relationships among societies also affected Turkey’s educational policies. Therefore, as in the West, assessment in music education has recently become a growing area of interest among scholars in Turkey.

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2

2019 ◽  
Keyword(s):  
Music Education ◽  
Music Performance ◽  
State Level ◽  
The United States ◽  
Music Technology ◽  
Policy And Practice ◽  
Education Practice ◽  
Music Assessment ◽  
Secondary Music ◽  
Technical Issues

This volume of the handbook addresses music education practice and technology in 37 chapters written by fifty three leading experts from across the world. The volume is divided into three sections and closes with an epilogue. Part 1, “Music Assessment in the United States,” presents a review of legislation and case law, national assessment trends, and state-level assessment programs in eight states. Part 2, “Assessment of Student Music Learning,” covers the practice of assessment in early childhood, special needs, primary, and secondary music classrooms and ensembles. Part 3, “Assessment and Music Technology,” covers policy and practice for technologically assisted music assessment, and details technical issues related to computerized assessment of music performance. The epilogue brings the handbook to a close with a review of the state of the art of music assessment, and introduces the International Principles of Assessment in Music Education.

scholarly journals Assessment Policy and Practice in Secondary Schools in the English National Curriculum

2019 ◽  
pp. 217-232
Author(s):  
Martin Fautley
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Good Thing ◽  
English School ◽  
Policy And Practice ◽  
Whole School ◽  
Assessment Policy ◽  
School Music ◽  
The Subject

This chapter describes the ways in which assessment policy in classroom music education in England has been both legislated for and operationalized in practice. It describes how changes to whole-school assessment legislation have found their outworking in schools and classrooms, which have become contested and problematic sites. It describes how assessment in classroom music has had to shift its focus from attainment onto progression in order to comply with policy. The chapter also points out the effects of a performativity culture in English school music classes, where the production of data has become a goal in its own right, superseding, in some cases, an attention to learning and musicianship. It concludes that refocusing on musical aspects of teaching and learning would be a good thing for the development of both the subject and the participating learners.

Policy and Practice of Assessment in Music Education: The Case of Singapore

2019 ◽  
pp. 357-378
Author(s):  
Wei-Shin Leong ◽  
Julie Tan
Keyword(s):  
Music Education ◽  
Holistic Education ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Policy And Practice ◽  
Public And Private ◽  
Music Assessment ◽  
Assessment Policies ◽  
Musical Practices ◽  
Policies And Practices

This chapter describes and accentuates critical perspectives of how public and private music assessment policies in Singapore interweave, showing the interrelatedness and disjuncture of assessment practices. This is situated within the unique confluences of educational contexts, such as an ascendency of arts education and an emphasis on holistic education after fifty years of Singapore’s nation-building. Through the interweaving of these contexts, as well as the particulars of policies and practices, this chapter attempts to present the textural nuances and dynamics both within and between the two ensembles of policies. The chapter also suggests directions for the orchestration of the “next piece” in the evolution of Singaporean music assessment policies and practices: assessment supporting equity and wide access to musical practices, and driving meaningful curricular and pedagogical practices.

Assessment Policy and Practice in Music Education in Taiwan, Republic of China (ROC)

2019 ◽  
pp. 378-396
Author(s):  
Ming-Jen Chuang ◽  
Sheau-Yuh Lin
Keyword(s):  
High Schools ◽  
Music Education ◽  
Compulsory Education ◽  
Knowledge Bases ◽  
Music Programs ◽  
General Music ◽  
Policy And Practice ◽  
Music Assessment ◽  
The Public ◽  
Artistic Talent

Music education in Taiwan is implemented in three ways: through professional music education offered at schools, general music education offered at schools, and music education offered to the public. This chapter excludes assessment issues concerning music education offered to the public and rather, addresses (1) the assessments in joint admissions of the professional music education and (2) the assessment in general music education offered at schools. To be more specific, topics cover the following perspectives: artistic talent music programs, admissions to the artistic talent music programs in elementary and junior high schools, joint admissions to the artistic talent music program in senior high schools, college joint admissions (first year), music assessment related regulations for compulsory education, and literature related to music assessment in general music instruction, followed by discussion and implications. In order to bridge the gap between assessment practices and assessment research, more efforts need to be taken in building assessment knowledge bases, in formulating cross-discipline cooperation, and in addressing the contextual integration of curriculum, instruction, and assessment.

scholarly journals Perspectivas para uma educação musical no âmbito curricular das artes na educação básica: um estudo exploratório tendo por base a realidade Tocantinense

2020 ◽  
pp. 1-28
Author(s):  
Carlos Alberto Faísca Fernandes Gomes
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Level ◽  
The State ◽  
Integrative Approach ◽  
State Education ◽  
Curriculum Guidelines ◽  
Document Collection ◽  
Qualitative Nature ◽  
Education Network

Based on a reading influenced by the professional experience of the author, this study aims to understand the reality experienced in the State of Tocantins with regard to music education, based on an analysis of its state education network, and the municipal education network of its state capital, in a study focused on two distinct axes: the evolution of the curriculum in the state network, between 2013 and 2017, and the reality experienced in the schools of the municipal network of Palmas, Tocantins, as far as music education is concerned. Seeking in this analysis to start from a national view of the curriculum guidelines in the area of music education, the research methodology used is of a qualitative nature, based on observation, document collection, discourse analysis, and the application of a questionnaire to music teachers working in the city of Palmas, Tocantins, during the second half of 2017. In the end, it is concluded that, persisting in the Brazilian reality a dispute between two distinct models of artistic education – one characterized by an integrative approach of different languages, and another by a more autonomous vision that provides curriculum spaces specific to each of these languages –, there is a tendency to regress, namely with the approval of the Common National Curriculum Base, to a more integrative vision of artistic languages, in the wake of the Artistic Education provided by LDB of 1971. It is also noted the state non-compliance with standards and programmatic guidelines for music education at national level.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Music Assessment in Higher Education

2019 ◽  
pp. 695-719
Author(s):  
Frederick Burrack
Keyword(s):  
Higher Education ◽  
Future Development ◽  
Educational Assessment ◽  
International Perspective ◽  
Historical Background ◽  
Music Assessment ◽  
Philosophical Foundations ◽  
Efficiency And Effectiveness ◽  
Assessment In Higher Education ◽  
Political Demand

A major factor shaping educational assessment in higher education has been public and political demand for accountability, which often focuses on improving efficiency and effectiveness. This chapter provides a historical background of assessment in higher education; an international perspective of how expectations of accountability influenced assessment of music in higher education; a review of philosophical foundations of higher education music assessment, accreditor policies, assessment frameworks guiding curricular practice, alignment of policy to documentation of student learning, and barriers that hinder assessment in practice; and implications for future development of higher education music assessment.

The Philosophy of Assessment in Music Education

2019 ◽  
pp. 32-55
Author(s):  
Roger Mantie
Keyword(s):  
Music Education ◽  
Authentic Assessment ◽  
Music Educators ◽  
Local Communities ◽  
Self Determination ◽  
Common Theme ◽  
Education Assessment ◽  
Consequential Validity ◽  
Mandated Testing

Philosophies of assessment are rare, perhaps even more so in music education. This chapter, arranged in five “movements” intended to reflect various ways of examining assessment issues, considers prominent themes emerging from the music education assessment literature, such as accountability, authentic assessment, consequential validity, legitimacy, mandated testing, metaphor, power-knowledge, and self-determination. The author asks questions such as, To what extent should philosophical commitments be voluntary versus compelled? To what extent should music educators be able to collectively determine educative values and to what extent should others (policymakers, local communities) have a say in what should constitute valuable learning in music? A common theme throughout the chapter is the urge for caution and reflection so that well-intended assessment efforts do not undermine cherished goals for music education.

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