Challenging approaches to assessment of instrumental learning

Zhukov, Katie (2015). Challenging approaches to assessment of instrumental learning. In Don Lebler, Gemma Carey and Scott D. Harrison (Ed.), Assessment in music: from policy to practice (pp. 55-70) New York , NY United States: Springer. doi:10.1007/978-3-319-10274-0_5


Author Zhukov, Katie
Title of chapter Challenging approaches to assessment of instrumental learning
Title of book Assessment in music: from policy to practice
Place of Publication New York , NY United States
Publisher Springer
Publication Year 2015
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1007/978-3-319-10274-0_5
Year available 2015
Series Landscapes: the Arts, Aesthetics, and Education
ISBN 9783319102733
9783319102740
ISSN 1573-4528
2214-0069
Editor Don Lebler
Gemma Carey
Scott D. Harrison
Volume number 16
Chapter number 5
Start page 55
End page 70
Total pages 16
Total chapters 19
Collection year 2015
Language eng
Formatted Abstract/Summary
Over the past 15 years research has documented many assessment strategies for higher education. In music the emphasis has been on developing reliable assessment measures for instrumental performance such as multi-dimensional rubrics for practical examinations. While music education research has demonstrated novel assessment practices in primary and secondary settings, few studies report on innovative approaches to assessment in higher education. These include self-assessment in Concert Practice and individual lessons, peer assessment using well-developed criteria and student panels, reflective journals that help students to articulate their knowledge, and group work to develop teamwork and presentation skills. This review of music assessment literature challenges engrained attitudes towards assessment of classical instrumental music learning and encourages the embracing of innovative practices already trialled in higher music education such as initiating a broader range of evaluation tasks, engaging students in the development of assessment criteria, using technology and recording for self- and peer evaluation, and helping students to develop graduate attributes for the twenty-first century.
Keyword Assessment
Instrumental teaching
Instrumental learning
Peer assessment
Self assessment
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2016 Collection
School of Music Publications
 
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Created: Sat, 07 Feb 2015, 10:18:03 EST by Dr Katie Zhukov on behalf of School of Music