Tag Archives: Educational assessment

Uses and purposes of assessment in music education

In academic discussions of assessment in the literature, we distinguish between uses and purposes of assessment (indeed, in my assessment book (Fautley, 2010) I devote a section to this). To put it probably over-simply, for the sake of this blog, … Continue reading

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In which a worry about progress in music education at KS3 turns out to be a worry about lack of CPD

Like the idée fixe running through Berlioz’s symphonie fantastique, the notion of progression in music education at KS3 keeps worrying me. And maybe, a bit like Berlioz’s hero, it is turning me a tad loopy in the process! I am … Continue reading

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Tracking and Assessment in Music Education

When considering assessment, it is customary in academic circles to try to be precise concerning the uses and purposes of assessment. Sadly, this task is a mammoth one, and there is considerable terminology slippage, not only from research to practice, … Continue reading

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It depends on what you mean by…. Defining our terms in assessment

I have been worrying a lot recently – and not so recently in fact – about the meanings of words. In particular these sets of words have been giving me sleepless nights: Set 1: Assessment Evaluation Measurement Set 2: Attainment … Continue reading

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Assessing without levels – I

In this set of musings I am considering primarily the role of summative assessment as operationalised in day-to-day assessment in the classroom. I appreciate that it is formative assessment that makes a real difference to pupil learning, and I shall … Continue reading

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