Future directions for assessment in music

Abstract

After drawing attention to some of the key literature on the importance of assessment for learning, this chapter provides a brief outline of some of the topics and approaches that are included in this publication. The role of self-assessment and peer assessment is discussed, along with the common practice in higher music education of assessment by juries or panels of experts. The importance of external factors such as national, professional and institutional regulations is discussed in both the European and Australian contexts. Holistic assessment is discussed, including the established practice of relying on predetermined criteria as well as using the specific strengths and weaknesses of each assessment activity as the basis for grading and feedback. A range of practices are introduced that provide examples of assessment in music that will be of interest to all those working in higher music education and assessment in the creative and performing arts more broadly.