Timothy S. Brophy and Andreas Lehmann-Wermser, Editors
Proceedings of the 3rd International Symposium on Assessment in Music Education,
University of Bremen, Bremen, Germany
What are the purposes of music education assessment? What are the best strategies and techniques? How does assessment improve music teaching and learning? What are the shared research priorities for music education assessment? And how are these questions answered in the context of the world’s cultures and continents?
To address these questions, 139 assessment scholars, researchers, music administrators, students, and practicing music educators representing six continents and seventeen nations convened on March 8–11, 2011 on the campus of the University of Bremen in Bremen, Germany.
The 34 papers published in this volume address assessment in national, state, and regional contexts as well as in district, school and classroom contexts. There is also a wealth of information about assessmentin higher educationandmusic teachereducation.
Together, thepaperspresented inthis book providearepresentation ofwherewe areinmusicassessmentat thistimeinthehistoryof ourprofession. Readers of the first two volumes of proceedings from these events will agree that westillhavemuchtodo, butwill also agreethat wearecoming to terms with assessment in our field at an increasing level of sophistication.
Elizabeth M. Bewie, Millburn Township New Jersey Public Schools
Archie G. Birkner IV, University of Florida
Ferol P. Carytsas, University of Florida
Mark A. Doerffel, University of Florida
Dominique T. Edwards, University of Florida
David M. Goss, University of Florida
Adrianna T. Marshall, Western Illinois University
|Frank Abrahams |
Dilek Göktürk Cary
Dario De Cicco
|Martin Fautley |
Andreas C. Lehmann
|Gary E. McPherson |
Bret P. Smith
|Christopher Sommervelle |
Julie Jui Ling Tan
Dennis Ping-Cheng Wang