
Contents
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Movement I: We Must Have Assessment Movement I: We Must Have Assessment
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Jingle All the Way Jingle All the Way
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Proving Learning and Teaching Proving Learning and Teaching
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Tasting the Soup Tasting the Soup
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Accountability, Mandated Tests, Improvement Accountability, Mandated Tests, Improvement
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Movement II: As the World Turns Movement II: As the World Turns
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Regulation from Within or Without? Regulation from Within or Without?
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We’re in This Together We’re in This Together
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Movement III: Interlude Movement III: Interlude
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What Are Our Metaphors? What Are Our Metaphors?
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Movement IV: Truth or Consequences? Movement IV: Truth or Consequences?
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Assessing Assessment Assessing Assessment
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What Would Foucault Say? What Would Foucault Say?
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Movement V: It’s a Mad, Mad, Mad, Mad World Movement V: It’s a Mad, Mad, Mad, Mad World
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Notes Notes
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References References
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2 The Philosophy of Assessment in Music Education
Get accessRoger Mantie is associate professor in the Department of Arts, Culture and Media at University of Toronto Scarborough. His work emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music and the arts. He is co-editor of the Oxford Handbook of Technology and Music Education (2017) and the Oxford Handbook of Music Making and Leisure (2016). Learn more at rogermantie.com.
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Published:08 January 2019
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Abstract
Philosophies of assessment are rare, perhaps even more so in music education. This chapter, arranged in five “movements” intended to reflect various ways of examining assessment issues, considers prominent themes emerging from the music education assessment literature, such as accountability, authentic assessment, consequential validity, legitimacy, mandated testing, metaphor, power-knowledge, and self-determination. The author asks questions such as, To what extent should philosophical commitments be voluntary versus compelled? To what extent should music educators be able to collectively determine educative values and to what extent should others (policymakers, local communities) have a say in what should constitute valuable learning in music? A common theme throughout the chapter is the urge for caution and reflection so that well-intended assessment efforts do not undermine cherished goals for music education.
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