| 000 | 00352nam a2200109Ia 4500 | ||
|---|---|---|---|
| 999 |
_c192796 _d192796 |
||
| 020 | _a978-3-319-10274-0 | ||
| 040 | _cDepartment of Music | ||
| 100 | _aLebler | ||
| 245 | 0 | _aAssessment in Music Education Challenged: from Policy to Practice / | |
| 260 |
_aNew York: _bSpringer, |
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| 505 | _a Future Directions for Assessment in Music Don Lebler Backwards Assessment Explanations: Implications for Teaching and Assessment Practice D. Royce Sadler Assessment in Music in the European Context: The Polifonia Project Mary Lennon Assessment in Music in the Australian Context: The AiM Project Don Lebler, Jonathan Holmes, Scott D. Harrison, Gemma Carey, Melissa Cain Challenging Approaches to Assessment of Instrumental Learning Katie Zhukov Bachelor of Music: Purpose, Desires and Requirements Heather Monkhouse Participants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education Melissa Cain Assessment and Critical Feedback in the Master-Apprentice Relationship: Rethinking Approaches to the Learning of a Music Instrument Ryan J. Daniel, Kelly A. Parkes Assessing Music Performance Process and Outcome Through a Rubric: Ways and Means Diana Blom, Ian Stevenson, John Encarnacao Embedding Creative and Critical Thinking in Performance Studies – The Challenge Richard Vella, Helen English A Search for Balance: The Development of a Performance Assessment Form for Classical Instrumental Music in the Tertiary Context Eve Newsome Linking Assessment Practices, Unit-Level Outcomes and Discipline-Specific Capabilities in Contemporary Music Studies Diane Hughes, Sarah Keith New Wine in Old Bottles: Aligning Curricula, Pedagogy and Assessment Through Creative Practice in Classical and Contemporary Music Anne K. Mitchell Assessments for Music Theory: Three Situations Gerardo Dirié The BoPMAT: Bachelor of Music Popular Music Program Don Lebler The Amazing Marking Machine, A Process for Efficient, Authentic Assessment Jim Chapman Assessment and Feedback in Curricula Design for Contemporary Vocal Studies Diane Hughes Musical Theatre Assessment: Perspectives on the Efficacy of Continuous Assessment Paul Sabey, Scott D. Harrison, Jessica O’Bryan Aligning Student Attitudes, Assessment, and Curriculum Design: A Case Study Using the “My Life as a Musician” Vocational Preparation Strand Diana Tolmie, Duncan D. Nulty | ||
| 856 | _uhttps://link.springer.com/book/10.1007/978-3-319-10274-0 | ||
| 942 | _cEBK | ||