Skip to main content
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education

 New,The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education

  • Editor: Elliott, David J.
  • Editor: McPherson, Gary
  • Editor: Silverman, Marissa



Usually despatched in 3 - 4 working days


  • I. Foundational Considerations
  • 1. Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overview
  • David J. Elliott, Marissa Silverman, and Gary E. McPherson
  • 2. Institutional music education and ranking as a form of subjectification: The merits of resistance and resilience
  • Lise C. Vaugeois
  • 3. An ethical consideration of assessment in music education through the lens of Levinas Kathryn Jourdan and John Finney
  • 4. The primacy of experience: Phenomenology, embodiment, and assessments in music education
  • Andrea Schiavio
  • 5. Critically assessing forms of resistance in music education
  • Brent C. Talbot and Hakim Mohandas Amani Williams
  • 6. Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music education
  • Lauri Vakeva
  • 7. Could there be Deleuzian assessment in music education?
  • Lauren Kapalka Richerme
  • II. Methodological Practices
  • 8. Music teacher evaluation, teacher effectiveness, and marginalized populations:
  • A tale of cognitive dissonance and perverse incentives
  • Karen Salvador and Janice Krum
  • 9. The influence of assessment on learning and teaching: Using assessment to enhance learning oHowSusan Hallam
  • 10. The McDonald's metaphor: The case against assessing standards-based learning outcomes in music education
  • John Kratus
  • 11. Habits of mind as a framework for assessment in music education
  • Jillian Hogan and Ellen Winner
  • 12. Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformation
  • Donald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, and Steven Bingham
  • 13. A music-centered perspective on music therapy assessment
  • John Carpente and Kenneth Aigen
  • 14. A case for integrative assessment from a Freirian perspective
  • Frank Abrahams
  • III. Creativity
  • 15. Cultural imperialism and the assessment of creative work
  • Juniper Hill
  • 16. Enter the feedback loop: Assessing music technology in music education with personal bests Adam Patrick Bell
  • 17. Improvisation, enaction, and self-assessment
  • Dylan van der Schyff
  • 18. Philosophy of assessment in popular music education
  • Bryan Powell and Gareth Dylan Smith
  • 19. He sings with rhythm
  • he is from India: Children's drawings and the music classroom Roger Mantie and Beatriz Ilari
  • IV. International Perspectives
  • 20. The assessment of classroom music in the lower secondary school: The English experience Martin Fautley
  • 21. Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music education
  • Danielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and Iman Shah
  • 22. Assessment as care: A South African perspective
  • Janelize van der Merwe
  • 23. Assessment and the dilemmas of a multi-ideological curriculum: The case of Norway
  • Sidsel Karlsen and Geir Johansen
  • 24. Building a culture of ethical, comparable, authentic assessment: Music education in Queensland
  • Andrew Reid and Julie Ballantyne
  • 25. Music as bildning: The impracticability of assessment within the Scandinavian educational tradition
  • Johan Soderman
  • 26. Non-regulated assessment in music education: An urban Iranian outlook
  • Nasim Niknafs
  • 27. International perspectives on assessment in music education
  • Alexandra Kertz-Welzel
  • Notes
  • Author Index
  • Subject Index