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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, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0002-9266-786X
Norway Academy of Music, Oslo.
Sibelius Academy of the University of the Arts Helsinki.
Linnæus University, Sweden.
Number of Authors: 42017 (English)In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530, Vol. 39, no 1, p. 3-18Article in journal (Refereed) Published
Abstract [en]

Recent reforms in England and 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 (2007) 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 (Torrance, 2012). In the 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. 

Place, publisher, year, edition, pages
Sage Publications, 2017. Vol. 39, no 1, p. 3-18
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-4065DOI: 10.1177/1321103X16676649ISI: 000406006000001Scopus ID: 2-s2.0-85019253378Local ID: 1ed8115e-7ce6-4c79-96f5-b26c49a4aca1OAI: oai:DiVA.org:ltu-4065DiVA, id: diva2:976927
Note

Validerad; 2017; Nivå 2; 2017-05-18 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2019-05-16Bibliographically approved

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Ferm-Almqvist, Cecilia

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