The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education

Contents

• 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