|aThe Oxford handbook of philosophical and qualitative assessment in music education /|cedited by David J. Elliott, Marissa Silverman, and Gary E. McPherson.
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|aNew York, NY :|bOxford University Press,|cc2019.
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|axx, 550 p. :|bill. ;|c26 cm.
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|a[Oxford handbooks]
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|aSeries statement from jacket.
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|aIncludes bibliographical references and index.
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|aPart I : Foundational considerations.|tPhilosophical and qualitative perspectives on assessment in music education : Introduction, aims, and overview / $r David J. Elliott, Marissa Silverman, and Gary E. McPherson ; Institutional music education and ranking as a form of subjectification : The merits of resistance and resilience /|rLise C. Vaugeois ;|tAn ethical consideration of assessment in music education through the lens of Levinas /|rKathryn Jourdan and John Finney ;|tThe primacy of experience : Phenomenology, embodiment, and assessment in music education /|rAndrea Schiavio ;|tCritically assessing forms of resistance in music education /|rBrent C. Talbot and Hakim Mohandas Amani Williams ;|tEvaluation for equality : Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education /|rLauri Vèakevèa ;|tCould there be Deleuzian assessment in music education? /|rLauren Kapalka Richerme --|tPart II : Methodological practices.|tMusic teacher evaluation, teacher effectiveness, and marginalized population : A tale of cognitive dissonance and perverse incentives /|rKaren Salvador and Janice Krum ;|tThe influence of assessment on learning and teaching : Using assessment to enhance learning /|rSusan Hallam ;|tThe McDonald's metaphor : The case against assessing standards-based learning outcomes in music education / $r John Kratus ;|tHabits of mind as a framework for assessment in music education /|rJillian Hogan and Ellen Winner ;|tAlternative assessment for music students with significant disabilities : Collaboration, inclusion, and transformation /|rDonald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, and Steven Bingham ;|tA music-centered perspective on music therapy assessment /|rJohn A. Carpente and Kenneth Aigen ;|tA case for integrative assessment from a Freirian perspective /|rFrank Abrahams --|tPart III : Creativity.|tCultural imperialism and assessment of creative work /|rJuniper Hill ;|tEnter the feedback loop : Assessing music technology in music education with personal bests /|rAdam Patrick Bell ;|tion /|rBryan Powell and Gareth Dylan Smith ;|t"He sings with rhythm; he is from India" : Children's drawings and the music classroom /|rRoger Mantie and Beatriz Ilari --|tPart IV : International perspectives.|tThe assessment of classroom music in the lower 2ndary school : The English experience /|rMartin Fautley ;|tImagining ends-not-yet-in-view : The ethids of assessment as valuation in Nepali music education /|rDanielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and Iman Bikram Shah ;|tCreating caring micro-assessment cultures in South Africa /|rJanelize van der Merwe ;|tAssessment and the dilemmas of a multi-ideological curriculum : The case of Norway /|rSidsel Karlsen and Geir Johansen ;|tBuilding a culture of ethical, comparable, authentic assessment : Music education in Queensland /|rAndrew Reid and Julie Ballantyne ;|tMusic as Bildning : The impracticability of assessment within the Scandinavian educational tradition /|rJohan Sèoderman ;|tNonregulated assessment in music education : An urban Iranian outlook / $r Nasim Niknafs ;|tInternational perspectives on assessment in music education /|rAlexandra Kertz-Welzel.
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|aThe Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.--Book jacket.
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers’ understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.
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