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date: 21 August 2019

Abstract and Keywords

The core question that this chapter examines is how music technology in, for, and as music education should be assessed in teaching and learning contexts. Commencing with an explanation of the concept of the personal best in the context of running culture, it suggests that this approach to assessment, which incorporates self-assessment and peer-assessment, ought to be used in music education settings. The chapter then presents a rationale for delimiting the definition of “music technology” as a means of making music, before proceeding to discuss the theories of assessment that provide a framework for suggesting ways of realizing learners’ personal bests. The chapter argues that peer feedback and self-feedback are synergistic strands of the feedback loop that learners must enter to experience an authentic and complex learning environment, and that summative assessment can and should be a natural outgrowth of formative assessment. Ultimately, the aim of this approach is to construct a context in which learners of all levels and abilities can engage in meaningful experiences with music technology while providing a framework to evaluate the quality of the learning that has taken place from multiple perspectives. If teachers and learners commit to this iterative process of assessment as learning, one in which they start but do not stop, then they will have entered the feedback loop.

Keywords: music technology, personal best, formative assessment, summative assessment, feedback

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