Abstract
Assessment in music education is a problematic and contested area. There are multiple uses and purposes of assessment, and a range of views and interests?vested and otherwise?concerning it. This chapter will consider the role that assessment, particularly formative assessment, has to play with regard to social justice purposes in music education, focusing particularly on the way that formative assessment can be utilized to resist the prevailing hegemony. It suggests ways in which assessment can be used to open the sphere of music education to democratization, and challenges some of the customs and practices in music education that have developed over the years.
Original language | English |
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Title of host publication | Policy and the Political Life of Music Education |
Editors | Patrick Schmidt, Richard Colwell |
Publisher | Oxford University Press |
ISBN (Print) | 9780190246143 |
Publication status | Published (VoR) - 25 May 2017 |