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date: 21 August 2019

Abstract and Keywords

A major factor shaping educational assessment in higher education has been public and political demand for accountability, which often focuses on improving efficiency and effectiveness. This chapter provides a historical background of assessment in higher education; an international perspective of how expectations of accountability influenced assessment of music in higher education; a review of philosophical foundations of higher education music assessment, accreditor policies, assessment frameworks guiding curricular practice, alignment of policy to documentation of student learning, and barriers that hinder assessment in practice; and implications for future development of higher education music assessment.

Keywords: continuous program improvement, music accreditation, music learning, educational accountability, higher education standards, quality assurance, qualifications framework, assessment in music, programmatic assessment

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