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dc.contributor.authorCain, Melissa
dc.contributor.editorDon Lebler, Gemma Carey, Scott D. Harrison
dc.date.accessioned2018-05-21T22:50:11Z
dc.date.available2018-05-21T22:50:11Z
dc.date.issued2015
dc.identifier.isbn9783319102733
dc.identifier.doi10.1007/978-3-319-10274-0_7
dc.identifier.urihttp://hdl.handle.net/10072/149919
dc.description.abstractThis chapter reports on the views of a selection of Bachelor of Music students at the Queensland Conservatorium Griffith University, providing important insights into how current assessment practices influence student learning. Themes addressed include the role of teacher feedback, experience with self- and peer assessment, the role of exemplars in standards-based assessment, balancing holistic and criteria based assessment practices, subjectivity in assessing conceptualization in creative works, and the role of tacit knowledge in students fully understanding and applying assessment criteria. Results of focus group sessions with students in the Performance, Musical Theatre and Composition streams of the Bachelor of Music degree, reveal that students are enthusiastic about ensuring that assessment practices and teacher feedback enhance their growth as musicians, ultimately enabling them to become self-regulated learners.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer International Publishing
dc.publisher.placeSwitzerland
dc.relation.ispartofbooktitleAssessment in Music Education: from Policy to Practice
dc.relation.ispartofchapter7
dc.relation.ispartofpagefrom87
dc.relation.ispartofpageto106
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogy
dc.subject.fieldofresearchcode130201
dc.titleParticipants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education.
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, Queensland Conservatorium
gro.hasfulltextNo Full Text
gro.griffith.authorCain, Melissa A.


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