1.3 Evaluating assessment

Both summative and formative assessment represent different ways of getting to know students as musicians and musical learners. However, they are not mutually exclusive. As Fautley and Savage (2008) have pointed out, aspects of, and information from, summative assessment events can be used formatively (Figure 4). Equally, the evidence gained cumulatively from ongoing, formative assessment can also be used in a summative way and for selection.

Figure 4 The formative use of summative assessment (Fautley and Savage, 2008, p. 27)

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The diagram is headed ‘The formative use of summative assessment’. From the heading a dotted rule goes to 2 triangles that have links to other text and boxes with text. The left-hand triangle links out to summative assessment, looks back and past achievement, as well as to the right-hand triangle. The right-hand triangle links out to formative assessment, looks forward and future achievement, as well as to the left-hand triangle. At the bottom of the diagram is an arrow going from left to right labelled ‘Time’.

Figure 4 The formative use of summative assessment (Fautley and Savage, 2008, p. 27)

The main focus in this course will be on the way in which assessment opportunities and information can be used to support students’ progressive development as musicians and to inform teachers’ planning for musical learning.