Perspectives on Learning Assessment in the Arts in Higher Education
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Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.
The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance and music and illustrate how knowledge, competencies, skills and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges…mehr

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Produktbeschreibung
Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.

The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance and music and illustrate how knowledge, competencies, skills and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity.

This text will benefit researchers, academics and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.
Autorenporträt
Diane Leduc is Full Professor in the Didactics Department at the University of Quebec in Montréal, Canada. Sébastien Béland is Associate Professor in the Department of Educational Policy and Foundations at the University of Montréal, Canada.