This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.
This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Martin Fautley began his career as a music teacher, teaching in secondary schools in the Midlands (UK). He taught a broad spectrum of pupils, was director of a number of successful school musical ensembles, and ran a music centre, where he was in daily contact with instrumental learning. Following an in-service MA in education, he returned to full-time study at Cambridge University, where his doctoral research into group composing, and the role that teacher assessment can play in developing it, bridged the education and music faculties. In 2007 Martin became Reader in Music Education at Birmingham City University, where he has written and published widely on matters concerning creativity and assessment. He continues to undertake research into these key areas of education, and is a regular presenter at conferences.
Inhaltsangabe
1: Introduction to assessment in music education 2: Clarifying terminologies: uses and purposes of assessment 3: Reliability and validity 4: Evidencing achievement 5: Learning and knowledge in classroom music 6: Why assess? 7: 7. Progression, development, and assessment 8: Quality, values, and the affective domain 9: Developing appropriate criteria for assessment 10: Developing classroom performing by the use of assessment 11: Developing classroom composing through assessment 12: Developing listening through assessment 13: Developing classroom improvising by the use of assessment 14: Assessment and ICT in music education 15: The role of baseline assessment 16: Putting it together: holistic approaches to learning and assessment in music 17: The way forwards: new developments in assessment
1: Introduction to assessment in music education 2: Clarifying terminologies: uses and purposes of assessment 3: Reliability and validity 4: Evidencing achievement 5: Learning and knowledge in classroom music 6: Why assess? 7: 7. Progression, development, and assessment 8: Quality, values, and the affective domain 9: Developing appropriate criteria for assessment 10: Developing classroom performing by the use of assessment 11: Developing classroom composing through assessment 12: Developing listening through assessment 13: Developing classroom improvising by the use of assessment 14: Assessment and ICT in music education 15: The role of baseline assessment 16: Putting it together: holistic approaches to learning and assessment in music 17: The way forwards: new developments in assessment
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