000			01767nam a22002177a 4500
003			OSt
005			20260202111026.0
008			260202b |||||||| |||| 00| 0 eng d
020			_a9783319102733
040			_aDLC _bEn _cDLC
050			_aDUCE LB MT18 .A87
245			_aAssessment in Music Education: _b from Policy to Practice/ _cEdited by Don Lebler and Gemma Carey and Scott D. Harrison
260			_aLondon: _bSpringers, _c2015.
300			_axi, 151 p.; _c26cm.
500			_aInclude bibliographical detail.
520			_aAfter 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 _u http://172.20.27.22:4000/handle/123456789/84
650			_2Assessment criteria _a Creative and performing arts
700			_aDon Lebler and Gemma Carey and Scott D. Harrison _eEditors _qDon Lebler
856			_y http://172.20.27.22:4000/handle/123456789/84 _u http://172.20.27.22:4000/handle/123456789/84
942			_2lcc _cBK _n0
999			_c4354 _d4354