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Professionalism in action: music teachers on an assessment journey
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0003-1345-0628
2014 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

If assessment practices within education have led, as Torrance (2007) claims, to instrumentalism in the form of “assessment as learning [and] criteria compliance” , how can teachers and researchers reclaim the exploratory notions of (music) education? In an ongoing collaborate Research and Development (R&D) and Participatory Action Research (PAR) project, a group of seven Swedish Upper secondary school music teachers together with a researcher investigate issues regarding assessment, for instance why equivalence is not spelled “exactly the same thing” and how teachers balance professionalism with accountability.

Place, publisher, year, edition, pages
2014.
Keywords [en]
Assessment, Criteria compliance, Participatory Action Research, Upper secondary school, Music Education, Aesthetic subjects - Music
Keywords [sv]
Estetiska ämnen - Musikvetenskap
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-38728Local ID: d356d269-b964-48e8-aa0f-c813f4054bd8OAI: oai:DiVA.org:ltu-38728DiVA, id: diva2:1012229
Conference
Nordic Network for Research in Music Education : 23/04/2014 - 25/04/2014
Note
Godkänd; 2014; 20140508 (johnyb)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2018-05-28Bibliographically approved

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Nyberg, Johan

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Citation style
  • apa
  • harvard1
  • ieee
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Language
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  • nn-NO
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  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf