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date: 13 November 2019

Abstract and Keywords

The purpose of this chapter is to challenge secondary music educators to incorporate assessment best practices in creating music assessments that are meaningful, measurable, and manageable. To do so, music educators must recognize the commonalities between assessment of music and assessment of other disciplines. Assessments also should assess specific performance, written theory, and listening theory skills that directly relate to the music being taught in the classroom. Teachers then will be able to identify individual and ensemble strengths and weaknesses, share visual displays of data, provide specific feedback, and adjust instruction accordingly. Additionally, students must be involved in the assessment process by being given opportunities to self-assess and peer assess, articulate and/or demonstrate standards, set and adjust learning goals, and reflect on progress. As a result of rethinking assessment in the music classroom, music educators have the opportunity to strengthen music’s role as a valuable curricular subject in US schools.

Keywords: music assessment, music educator, music instruction, peer assessment, secondary music, self-assessment

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