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Composed by Various. Oxford Music Education. Classroom. Education handbook. 240 pages. Oxford University Press #9780193362895. Published by Oxford University Press (OU.9780193362895).
ISBN 9780193362895. 9 x 6 inches.
This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.
About Oxford Music Education
Written by some of the UK's leading names in the field of music education, the Oxford Music Education Series explores the issues at the forefront of current teaching and learning. Designed to help readers reflect on their own practice, the ideas are presented in a thought-provoking and relevant way, drawing on a wealth of real examples and case studies. These books are an essential resource for all instrumental and classroom teachers, researchers and policy-makers.
Composed by Various. Oxford Music Education. Classroom. Education handbook. 240 pages. Oxford University Press #9780193362895. Published by Oxford University Press (OU.9780193362895).
ISBN 9780193362895. 9 x 6 inches.
This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.
About Oxford Music Education
Written by some of the UK's leading names in the field of music education, the Oxford Music Education Series explores the issues at the forefront of current teaching and learning. Designed to help readers reflect on their own practice, the ideas are presented in a thought-provoking and relevant way, drawing on a wealth of real examples and case studies. These books are an essential resource for all instrumental and classroom teachers, researchers and policy-makers.
Introduction to assessment in music education
Clarifying terminologies: uses and purposes of assessment
Reliability and validity
Evidencing achievement
Learning and knowledge in classroom music
Why assess?
7. Progression, development, and assessment
Quality, values, and the affective domain
Developing appropriate criteria for assessment
Developing classroom performing by the use of assessment
Developing classroom composing through assessment
Developing listening through assessment
Developing classroom improvising by the use of assessment
Assessment and ICT in music education
The role of baseline assessment
Putting it together: holistic approaches to learning and assessment in music
The way forwards: new developments in assessment
Preview: Assessment in Music Education
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