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ERIC Number: EJ1141213
Record Type: Journal
Publication Date: 2017-Jun
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1321-103X
Assessment "as" Learning in Music Education: The Risk of "Criteria Compliance" Replacing "Learning" in the Scandinavian Countries
Ferm Almqvist, Cecilia; Vinge, John; Väkevä, Lauri; Zandén, Olle
Research Studies in Music Education, v39 n1 p3-18 Jun 2017
Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools' and pupils' performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with "assessment procedures and practices coming completely to dominate the learning experience" and "criteria compliance" replacing "learning". Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway; Sweden
Grant or Contract Numbers: N/A