Assessment in Music Education

Martin Fautley began his career as a music teacher, teaching in secondary schools in the Midlands (UK). He taught a broad spectrum of pupils, was director of a number of successful school musical ensembles, and ran a music centre, where he was in daily contact with instrumental learning. Following an in-service MA in education, he returned to full-time study at Cambridge University, where his doctoral research into group composing, and the role that teacher assessment can play in developing it, bridged the education and music faculties. In 2007 Martin became Reader in Music Education at Birmingham City University, where he has written and published widely on matters concerning creativity and assessment. He continues to undertake research into these key areas of education, and is a regular presenter at conferences.

Even before I picked this book up, I knew it was going to be a good one . . . Fautley makes it come alive. It is not just the quality of the writing and the humour. He shows us why it matters and what a difference good assessment can make to young people - and that I find interesting . . . What is so good about this book is that Fautley not only outlines the problems but also suggests solutions . . . Throughout this clearly written, highly readable book two central areas of concern emerge. One is that the most important role for assessment is to help students 'get better' at music. The other is that any practical solutions offered have to fit in with the reality of a workforce which is currently working at full stretch. It is these two priorities that make this book so important. If God hadn't wanted us to sort out assessment in music education, he wouldn't have given us Martin Fautley.

• 1. Introduction to assessment in music education ; 2. Clarifying terminologies: uses and purposes of assessment ; 3. Reliability and validity ; 4. Evidencing achievement ; 5. Learning and knowledge in classroom music ; 6. Why assess? ; 7. 7. Progression, development, and assessment ; 8. Quality, values, and the affective domain ; 9. Developing appropriate criteria for assessment ; 10. Developing classroom performing by the use of assessment ; 11. Developing classroom composing through assessment ; 12. Developing listening through assessment ; 13. Developing classroom improvising by the use of assessment ; 14. Assessment and ICT in music education ; 15. The role of baseline assessment ; 16. Putting it together: holistic approaches to learning and assessment in music ; 17. The way forwards: new developments in assessment