Education, Assessment, and the Desire for Dissonance

2017 ◽  
Author(s):  
Yusef Waghid ◽  
Nuraan Davids
Keyword(s):  
Education 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.

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.

Philosophical and Qualitative Perspectives on Assessment in Music Education

2019 ◽  
pp. 1-26
Author(s):  
David J. Elliott ◽  
Marissa Silverman ◽  
Gary E. McPherson
Keyword(s):  
Music Education ◽  
Quantitative Research ◽  
Qualitative Assessment ◽  
Education Evaluation ◽  
Research Projects ◽  
Education Assessment ◽  
Conceptual Nature

The purpose of this chapter is to provide an introduction and overview to the aims of the Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. Why philosophical and qualitative perspectives on assessment in or for music education? While there are numerous quantitative research projects that investigate assessment in or for music education, which are certainly important, they typically do not help us understand (which this volume does) the fundamental conceptual nature of and assumptions about music education assessment and music education evaluation across global contexts, which in turn shape and drive why and how students, and their actual and potential creativities, are harmfully or ethically impacted.

International Perspectives on Assessment in Music Education

2019 ◽  
pp. 511-527
Author(s):  
Alexandra Kertz-Welzel
Keyword(s):  
Public School ◽  
Music Education ◽  
School Curriculum ◽  
Education Assessment ◽  
Teaching Philosophies ◽  
The Public ◽  
Assessment Culture ◽  
International Perspectives ◽  
Musical Knowledge ◽  
Music Education Policy

Music education is part of the public school curriculum in many countries, as either a compulsory or an elective subject. While it offers many young people an opportunity to acquire musical knowledge and skills, it also has its challenges. Being part of the public school curriculum results in a need for assessment in music education. While some problems related to assessment are similar internationally (e.g., concerning music as art), assessment in different countries varies. It depends on various factors such as the general assessment culture, the goals of education, music education policy, individual teaching philosophies, and school culture. By utilizing approaches from comparative music education, philosophy, and sociology of music education, this chapter analyzes music education assessment policies and practices in different countries. By scrutinizing global similarities and differences, it proposes new approaches to assessment that may help address some of the challenges the global music education community faces today.

Research and Evaluation Priorities for Special Education Assessment

1983 ◽  
Vol 50 (2) ◽  
pp. 110-117 ◽  
Author(s):  
Randy Elliot Bennett
Keyword(s):  
Special Education ◽  
School Psychology ◽  
Current Knowledge ◽  
Education Assessment ◽  
Qualified Personnel ◽  
Special Education Assessment

This article summarizes current knowledge as it relates to three basic requirements for assessment: qualified personnel, adequate tools, and fair implementation. On the basis of this summary, research and evaluation priorities for the attention of the fields of special education and school psychology are offered. These priorities include, among others, defining minimum competency for assessment personnel, determining the population-validity of currently used instruments and their modifications, and identifying sources of bias in assessment.

Education: Assessment

2015 ◽  
pp. 1-12 ◽  
Author(s):  
Willem A. Hoffmann ◽  
Nico Nortjé
Keyword(s):  
Education Assessment

scholarly journals Inaugural Address: The History of Women’s Education: Assessment and New Perspectives for the Future

2003 ◽  
pp. 18-36
Author(s):  
Nadia Fahmy-Eid
Keyword(s):  
Women's Education ◽  
Inaugural Address ◽  
Canadian History ◽  
Educational Levels ◽  
Education Assessment ◽  
Global Context ◽  
Crucial Component ◽  
The Future ◽  
History Of ◽  
Educational Paths

In both Quebec and Canada as a whole, the history of women’s education is no longer a new appearance on the historiographical scene. As a field of research, this history has developed considerably in the last twenty years and can no longer be regarded as unknown territory. Whether it involves educational levels, specific educational paths, institutions, or programs intended for women, research has progressed sufficiently to allow an overview of this crucial component of women’s history to begin to emerge. As a result of such progress, henceforth no synthesis of the history of education worthy of the name can afford to ignore women’s education. However, there is a big difference between piecemeal integration and wholesale integration into the global context to which a synthesis refers and from which the overall perspective emerges. This raises the issue of the conditions necessary for such an integration. This paper examines a number of recent works in Canadian history and reflects on their treatment of the history of women’s education and history more generally, and the implications for the future.

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