- Copyright Page
- Philosophical and Qualitative Perspectives on Assessment in Music Education: introduction, aims, and overview
- Institutional Music Education and Ranking as a Form of Subjectification: the merits of resistance and resilience
- An Ethical Consideration of Assessment in Music Education through the Lens of Levinas
- The Primacy of Experience: phenomenology, embodiment, and assessments in music education
- Critically Assessing Forms of Resistance in Music Education
- Evaluation for Equality: applying a classical pragmatist perspective in qualitative assessment in finnish general music education
- Could There Be Deleuzian Assessment in Music Education?
- Music Teacher Evaluation, Teacher Effectiveness, and Marginalized Populations: a tale of cognitive dissonance and perverse incentives
- The Influence of Assessment on Learning and Teaching: using assessment to enhance learning
- The McDonald’s Metaphor: the case against assessing standards-based learning outcomes in music education
- Habits of Mind as a Framework for Assessment in Music Education
- Alternative Assessment for Music Students with Significant Disabilities: collaboration, inclusion, and transformation
- A Music-Centered Perspective on Music Therapy Assessment
- A Case for Integrative Assessment from a Freirian Perspective
- Cultural Imperialism and the Assessment of Creative Work
- Enter the Feedback Loop: assessing music technology in music education with personal bests
- Improvisation, Enaction, and Self-Assessment
- Philosophy of Assessment in Popular Music Education
- “He Sings with Rhythm; He is from India”: children’s drawings and the music classroom
- The Assessment of Classroom Music in the Lower Secondary School: The English Experience
- Imagining Ends-Not-Yet-in-View: The ethics of assessment as valuation in Nepali music education
- Creating Caring Micro-Assessment Cultures in South Africa
- Assessment and the Dilemmas of a Multi-Ideological Curriculum: the case of Norway
- Building a Culture of Ethical, Comparable, Authentic Assessment: music education in queensland
- Music as <i>Bildning</i>: the impracticability of assessment within the scandinavian educational tradition
- Nonregulated Assessment in Music Education: an urban Iranian outlook
- International Perspectives on Assessment in Music Education
Abstract and Keywords
This chapter explores the concept of assessment in music education through the lens of care ethics by (1) providing an overview of “care” as practice, disposition, and relation; (2) discussing personhood through the lens of care ethics; (3) examining “assessment as care” and understandings of “relationship” as developed by Carol Gilligan and Nel Noddings and examining concepts of care ethics and “self-fulness” as developed by Marissa Silverman; and (4) exploring and applying these concepts in the context of the South African Grade 10 to 12 Independent Examinations Board (IEB). The author’s practical experiences with the South African Grade IEB include teaching secondary school music in the general areas of aural skills and music theory, general music knowledge and analysis, and performance.
Janelize van der Merwe received BMus and MMus degrees from the Northwest University School of Music in Potchefstroom, South Africa. She is currently a lecturer in music education at Northwest University and a doctoral fellow in music education at New York University. She teaches music education and community music courses at undergraduate and graduate levels at NWU. She is also an active community musician and manager of the Musikhane Community Music Engagement Programme. Musikhane provides students at the Northwest University School of Music with unique, criticalservice learning opportunities. Students engage with various sectors of the community, including vulnerable children, the elderly, and schoolteachers through participation in Musikhane. Her research interests focus on ethical considerations in music education and community music, particularly informed by an ethic of care.
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