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Assessment as learning in music education: The risk of "criteria compliance" replacing "learning" in the Scandinavian countries
Luleå University of Technology.
Norway Academy of Music, Norway.
Sibelius Academy of the University of the Arts Helsinki, Finland.
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för musik och bild (MB).ORCID-id: 0000-0002-5545-3045
2017 (engelsk)Inngår i: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530, Vol. 39, nr 1, s. 3-18Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools' and pupils' performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with "assessment procedures and practices coming completely to dominate the learning experience" and "criteria compliance" replacing "learning". Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.

sted, utgiver, år, opplag, sider
Sage Publications, 2017. Vol. 39, nr 1, s. 3-18
Emneord [en]
assessment, criteria compliance, music education, power, quality
HSV kategori
Forskningsprogram
Humaniora, Musikpedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-64639DOI: 10.1177/1321103X16676649ISI: 000406006000001Scopus ID: 2-s2.0-85019253378OAI: oai:DiVA.org:lnu-64639DiVA, id: diva2:1104976
Tilgjengelig fra: 2017-06-02 Laget: 2017-06-02 Sist oppdatert: 2019-09-09bibliografisk kontrollert

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