Assessment in secondary music
Assessment in secondary music

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Assessment in secondary music

4.1 Assessment: a question of value

In this section you will focus on the extent to which assessment is of ‘value’ to the teacher and their students. Questions relate to the assessment’s fitness for purpose, how it is planned for and the appropriateness of what students are being asked to do.

Table 5 The evaluation of assessment

Questions to consider Related issues
Am I focusing sufficiently upon the musical quality of the students’ work? How do I define musical quality, ensuring that I take into account what this means across the full range of musical activities and in the context of different musical styles and traditions?
Am I making assessment an integral part of the lesson structure?

How is assessment integrated into my lesson planning?

How do I make assessment an integral part of my teaching and my students’ learning?

Is the work of interest and relevance to students?

How do I ensure that those things that are of interest and relevance to students are used to support the musical learning aims I consider to be important?

How do I encourage students to explore other areas of musical experience, repertoire, etc.?

Does what the young people are being asked to do build on what they have done before? How do the lesson planning and assessment aid progression?

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