Assessment in Music Education: from Policy to Practice

1. Future Directions for Assessment in Music
2. Backwards Assessment Explanations: Implications for Teaching and Assessment Practice
3. Assessment in Music in the European Context: The Polifonia Project
4. Assessment in Music in the Australian Context: The AiM Project
5. Challenging Approaches to Assessment of Instrumental Learning
6. Bachelor of Music: Purpose, Desires and Requirements
7. Participants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education
8. Assessment and Critical Feedback in the Master-Apprentice Relationship: Rethinking Approaches to the Learning of a Music Instrument
9. Assessing Music Performance Process and Outcome Through a Rubric: Ways and Means
10. Embedding Creative and Critical Thinking in Performance Studies – The Challenge
11. A Search for Balance: The Development of a Performance Assessment Form for Classical Instrumental Music in the Tertiary Context
12. New Wine in Old Bottles: Aligning Curricula, Pedagogy and Assessment Through Creative Practice in Classical and Contemporary Music
13. Assessments for Music Theory: Three Situations
14. The BoPMAT: Bachelor of Music Popular Music Program
15. Aligning Student Attitudes, Assessment, and Curriculum Design: A Case Study Using the “My Life as a Musician” Vocational Preparation Strand

The contributions to this volume aim to stimulate discussion about the role of assessment in the learning experiences of students in music and other creative and performing arts settings. The articles offer insights on how assessment can be employed in the learning setting to enhance outcomes for students both during their studies at higher education institutions and after graduation. An international group of leading researchers offers an exciting array of papers that focus on the practice of assessment in music, particularly in higher education settings. Contributions reflect on self-, peer- and alternative assessment practices in this environment. There is a particular emphasis on the alignment between assessment, curriculum structure and pedagogy.