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Abstract
There has been an increased interest in documenting the growth and learning outcomes of students in all subjects in the past 20 years, and music education has not been immune to the accountability movement. Yet, in spite of the increased sociopolitical pressures put on educators, music has remained a difficult discipline to assess, which in turn has created tension between music educators and policymakers. This review of literature examines the basic nature of assessment in music education and discusses possible concepts and methods to improve practitioner understanding of student growth and learning. Topics include (a) What is assessment? (b) Why does assessment matter? (c) How do we assess in music? and (d) What challenges occur in music assessment?
Keywords assessment, evaluation, feedback, formative assessment, rubric, summative assessment
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