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Table of Contents
About the Authors; Chapter 1: Future Directions for Assessment in Music; 1.1 The Importance of Assessment; 1.2 Assessing Music; 1.3 Sharing Standards; 1.4 Criteria; 1.5 Some Possibilities; 1.6 Sound Practices; 1.7 Looking to the Future; References; Chapter 2: Backwards Assessment Explanations: Implications for Teaching and Assessment Practice; 2.1 Introduction; 2.2 Terminology; 2.3 Preset Criteria, Rubrics and Scoring Sheets; 2.4 Feedback; 2.5 A Way Forward; References; Chapter 3: Assessment in Music in the European Context: The Polifonia Project; 3.1 Background
3.1.1 The Polifonia Project3.1.2 European Association of Conservatoires (AEC); 3.1.3 Higher Music Education in Europe: Beyond Bologna; 3.2 The Polifonia Working Group on Assessment and Standards; 3.2.1 Working Group on Assessment and Standards: Members; 3.2.2 Working Group Objectives; 3.2.3 Higher Music Education in Europe: Diversity and Dynamism; 3.2.4 Literature; 3.2.5 Assessment and Learning Outcomes; 3.2.6 Focus on Performance; 3.2.7 Consensus Moderation; 3.2.8 Survey of Existing Assessment Methods and Procedures in Higher Music Education in Europe
3.2.8.1 Assessment Based on Learning Outcomes3.2.8.2 Use of Assessment Criteria; 3.2.8.3 Composition of Panel; 3.2.8.4 Panel Decision Making/Grading Process; 3.2.8.5 Grading Scales; 3.2.8.6 Feedback; 3.2.8.7 Strengths and Weaknesses of Current Systems; 3.2.9 Training Seminars; 3.2.9.1 Panel Assessment of Student Achievement; 3.2.9.2 Dialogue and Discussion: Emerging Issues; 3.2.10 Future Plans and Projected Outcomes; Conclusion; References; Chapter 4: Assessment in Music in the Australian Context: The AiM Project; 4.1 Introduction
4.2 The Context of Current Quality Assurance in Australian Higher Education4.3 The Learning Outcomes (Coursework) Standard; 4.4 The Assessment in Music Project; 4.5 Context; 4.6 Methodology; 4.6.1 Performance Examination Recordings; 4.6.2 The Mapping Process; 4.6.3 Mapping the AQF Learning Outcomes; 4.6.4 Mapping Exercise Findings; 4.7 Participants℗þ Voices; 4.7.1 Teachers; 4.7.2 Students; References; Chapter 5: Challenging Approaches to Assessment of Instrumental Learning; 5.1 Introduction; 5.2 Assessment in Higher Education; 5.3 Issues in Assessing Music Performance in Higher Education
5.4 Innovations in Assessment of Music Performance in Higher Education5.4.1 Self-Assessment; 5.4.2 Peer Assessment; 5.4.3 Reflective Journals; 5.4.4 Group Work; 5.5 Future Directions in Assessment of Music Performance in Higher Education; References; Chapter 6: Bachelor of Music: Purpose, Desires and Requirements; 6.1 Background; 6.2 International Guidelines: America and Europe; 6.2.1 Purpose and Structure; 6.3 Australian Regulatory Requirements; 6.4 National Standards; 6.5 The Bachelor of Music in Australia: Purpose; 6.6 Curriculum Design and Assessment Strategies; Conclusion; References
3.1.1 The Polifonia Project3.1.2 European Association of Conservatoires (AEC); 3.1.3 Higher Music Education in Europe: Beyond Bologna; 3.2 The Polifonia Working Group on Assessment and Standards; 3.2.1 Working Group on Assessment and Standards: Members; 3.2.2 Working Group Objectives; 3.2.3 Higher Music Education in Europe: Diversity and Dynamism; 3.2.4 Literature; 3.2.5 Assessment and Learning Outcomes; 3.2.6 Focus on Performance; 3.2.7 Consensus Moderation; 3.2.8 Survey of Existing Assessment Methods and Procedures in Higher Music Education in Europe
3.2.8.1 Assessment Based on Learning Outcomes3.2.8.2 Use of Assessment Criteria; 3.2.8.3 Composition of Panel; 3.2.8.4 Panel Decision Making/Grading Process; 3.2.8.5 Grading Scales; 3.2.8.6 Feedback; 3.2.8.7 Strengths and Weaknesses of Current Systems; 3.2.9 Training Seminars; 3.2.9.1 Panel Assessment of Student Achievement; 3.2.9.2 Dialogue and Discussion: Emerging Issues; 3.2.10 Future Plans and Projected Outcomes; Conclusion; References; Chapter 4: Assessment in Music in the Australian Context: The AiM Project; 4.1 Introduction
4.2 The Context of Current Quality Assurance in Australian Higher Education4.3 The Learning Outcomes (Coursework) Standard; 4.4 The Assessment in Music Project; 4.5 Context; 4.6 Methodology; 4.6.1 Performance Examination Recordings; 4.6.2 The Mapping Process; 4.6.3 Mapping the AQF Learning Outcomes; 4.6.4 Mapping Exercise Findings; 4.7 Participants℗þ Voices; 4.7.1 Teachers; 4.7.2 Students; References; Chapter 5: Challenging Approaches to Assessment of Instrumental Learning; 5.1 Introduction; 5.2 Assessment in Higher Education; 5.3 Issues in Assessing Music Performance in Higher Education
5.4 Innovations in Assessment of Music Performance in Higher Education5.4.1 Self-Assessment; 5.4.2 Peer Assessment; 5.4.3 Reflective Journals; 5.4.4 Group Work; 5.5 Future Directions in Assessment of Music Performance in Higher Education; References; Chapter 6: Bachelor of Music: Purpose, Desires and Requirements; 6.1 Background; 6.2 International Guidelines: America and Europe; 6.2.1 Purpose and Structure; 6.3 Australian Regulatory Requirements; 6.4 National Standards; 6.5 The Bachelor of Music in Australia: Purpose; 6.6 Curriculum Design and Assessment Strategies; Conclusion; References