Participants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education.
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Don Lebler, Gemma Carey, Scott D. Harrison
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This 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.
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Assessment in Music Education: from Policy to Practice
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Creative Arts, Media and Communication Curriculum and Pedagogy