3D assessment: Looking through a learning lens

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Title 3D assessment: Looking through a learning lens
Author Lebler, Don
Publication Title New models for educating professional musicians in the twenty-first century: proceedings of the 16th International Seminar of the Commission for the Education of the Professional Musician (CEPROM)
Editor Michael Hannan and Dawn Bennett
Year Published 2007
Place of publication Nedlands, W.A.
Publisher International Society for Music Education (ISME)
Abstract Assessment is used almost universally as a means of measuring aspects of student learning in order to sort students into classifications of achievement and provide data with which to compare students with each other and with standards of performance. Its use as a learning tool is not so widespread or understood, in spite of the literature that demonstrates the potential for positive learning outcomes from particular types of assessment processes. It is well known that assessment is one of the driving forces governing how students learn. Assessment influences not just what students will learn, but how they will go about that learning and the nature of the learning itself. The most common form of assessment in higher education is assessment by staff, a highly effective process when the accuracy of knowledge of content needs to be tested. But the accumulation of knowledge and skills is no longer the only goal of an education that takes the certainty of change into account. Graduates now need to be prepared for independent, self-directed and self-monitored learning for the long term if they are to adapt successfully to the changes they will encounter throughout their lifetimes. It is now widely accepted that a broad range of positive learning outcomes result when students are involved in the assessment of their work and the work of their peers. Self-assessment and assessment by peers have been employed with increasing frequency since the early 1990's, particularly in formative assessment. After considering some of the literature on assessment, this paper describes a higher education music course in which three dimensions of assessment are used; in addition to the traditional assessing by staff, both self-assessment and assessment by peers are applied to recorded creative work. Students learn as active participants in the assessment process rather than merely being those to whom assessment is done in order to sort them into categories or ranking schemes.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.isme.org/en/education-of-the-professional-musician/past-seminars.html
Copyright Statement Copyright 2007 ISME. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.
ISBN 9780980456004
Conference name 16th International Seminar of the Commission for the Education of the Professional Musician (CEPROM
Location Hanoi National Conservatory of Music
Date From 2006-07-10
Date To 2006-07-14
URI http://hdl.handle.net/10072/18599
Date Accessioned 2008-03-14
Language en_AU
Research Centre Queensland Conservatorium Research Centre
Faculty Queensland Conservatorium
Subject Other Education
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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