The Oxford handbook of philosophical and qualitative assessment in music education - Elliott, David J. 1948-; Silverman, Marissa ca. 20./21. Jh; McPherson, Gary (Oxford University Press, 2019)
Also issued in print. - Includes bibliographical references and index
Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview - David J. Elliott, Marissa Silverman, Gary E. McPherson -- - Cultural imperialism and the assessment of creative work - Juniper Hill -- - A music-centered perspective on music therapy assessment - John A. Carpente, Kenneth Aigen -- - Improvisation, enaction, and self-assessment - Dylan van der Schyff -- - Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience - Lise C. Vaugeois -- - Critically assessing forms of resistance in music education - Brent C. Talbot, Hakim Mohandas Amani Williams -- - An ethical consideration of assessment in music education through the lens of Levinas - Kathryn Jourdan, John Finney -- - Enter the feedback loop: Assessing music technology in music education with personal bests - Adam Patrick Bell -- - Could there be Deleuzian Assessment in Music Education?
- Lauren Kapalka Richerme -- - Music as bildning:The impracticability of assessment within the Scandinavian educational tradition - Johan S oderman -- - Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway - Sidsel Karlsen, Geir Johansen -- - A Case for Integrative Assessment from a Freirian Perspective - Frank Abrahams -- - International perspectives on assessment in music education - Alexandra Kertz-Welzel -- - The assessment of classroom music in the lower secondary school: The English experience - Martin Fautley -- - Non-regulated assessment in music education: An urban Iranian outlook - Nasim Niknafs -- - The primacy of experience: Phenomenology, embodiment, and assessments in music education - Andrea Schiavio -- - Music teacher evaluation, teacher effectiveness, and marginalized populations: A tale of cognitive dissonance and perverse incentives - Karen Salvador, Janice Krum --
- Habits of mind as a framework for assessment in music education - Jillian Hogan, Ellen Winner -- - The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education - John Kratus -- - Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation - Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, Steven Bingham -- - Philosophy of assessment in popular music education - Bryan Powell, Gareth Dylan Smith -- - Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education - Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, Iman Bikram Shah -- - Assessment as care: A South African perspective - Janelize van der Merwe -- - Building a culture of ethical, comparable, authentic assessment: Music education in Queensland - Andrew Reid, Julie Ballantyne --
- The influence of assessment on learning and teaching: Using assessment to enhance learning - Susan Hallam -- - Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education - Lauri V akev a -- - Roger Mantie, Beatriz Ilari