[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593933-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593933-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","assessment-and-engagement-in-music-classes-are-they-mutually-exclusive","Assessment and engagement in music classes - Are they mutually exclusive?","","Education in Australia is shaped by measurement of progress, yet effective music education depends on creative, experiential student engagement. This article examines conflicts between these priorities and argues that detailed, practical assessment of student work can be conducted in engaging classrooms without relying on traditional summative testing as the sole data source. The approach enables simple, quick data collection even for those not formally trained in education, supporting progress tracking at individual, curriculum, cohort, and policy levels while preserving valuable class time for music-making.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/assessment-and-engagement-in-music-classes-are-they-mutually-exclusive/593933/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/assessment-and-engagement-in-music-classes-are-they-mutually-exclusive/593933.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the article discuss a conflict between measurement and engagement in music education?","Question",{"text":62,"@type":63},"Music education requires students to engage in creative and experiential tasks, while contemporary education is driven by measuring progress. The article focuses on whether progress can be tracked in a meaningful way without undermining classroom engagement.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the article propose instead of relying only on traditional summative testing?",{"text":67,"@type":63},"It suggests collecting detailed measurements of student work within a practical and engaging classroom, using a mixture of assessment types rather than summative testing as the only data collection method.",{"name":69,"@type":60,"acceptedAnswer":70},"How can the proposed data collection tools be used across different levels?",{"text":71,"@type":63},"The tools can support individual tracking of student and teacher progress, curriculum-level development of instruction, cohort-level measurement of teaching consistency, and policy-level transparency and accountability.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593933,1792420353,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Assessment and engagement in music classes: Are they mutually exclusive?  \nSarah Barlow  \nBallarat Grammar, Victoria  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nAbstract  \nEducation in Australia is driven by measurement of progress. Music education, however, requires students to engage in creative and experiential tasks. This article will address the inevitable conflicts between these two by suggesting that measurements of student work in fine detail can be made within a practical and engaging classroom without resorting to traditional summative testing as the only means of data collection. The pedagogical approach addressed in this article will benefit from further systematic research; however, the initial anecdotal evidence shows that a wide range of data can be collected from a mixture of assessment types that are also engaging, therefore addressing both sides of the conflict. The added benefit is that these data collection tools are simple and quick to operate, even for those who are not formally trained in education. This means that all involved can focus on the important task of music-making, without spending class time recording and analysing data. The data collection tools may have positive impacts at an individual level to track student and teacher progress; at a curriculum level to develop best instruction; at a teaching cohort level to measure consistency; and at a policy level to fulfil the requirements of transparency and accountability.  \nKey words: Music education, assessment, curriculum, student progress, education policy, tracking, data collection, classroom music.  \nIntroduction  \nMeasurement of student progress  \nA dominant feature of contemporary education is that it is driven by measures of progress (Kuh, Jankowski, Ikenberry, & Kinzie, 2014, Government of Australia, 2013). The measurement cycle is ever present: the governmental benchmarks inform school administrations, who direct teachers about delivering the teaching and learning, and the teachers test the students to measure progress. The data collected from this testing then provides a form of self-evaluation for the students themselves, informs the teachers about their practice and acts as a consistency check for the teaching cohorts. It serves as feedback for school administrations and leadership who shape the curriculum, and ultimately for government policy. This cycle is an ongoing quest to improve practice (McQuarrie & Sherwin, 2013). Meiers et al. (2007) maintains that consistency between  \nteacher judgements and the standards set by their educational policies, such as Victorian Educational Learning Standards (VELS) and the Victorian Curriculum (Victorian Curriculum and Assessment Authority, 2017), is vital to ensure student and teacher development, as well as development of the learning standards. The ideal for education is that assessment propels the student, teacher, curriculum and standards forward towards improvement (Kokotsaki, 2017). The Australian Education Act (Government of Australia, 2013) outlines as two of its main objectives is to increase transparency and accountability by using data to measure student educational outcomes, and to make schools accountable to the community. The Act states that the data must be of high quality: as robust, detailed, available and consistent  \nas possible. In other words, the Act places great importance on regular and systematic measurement. Similarly, in the USA, Acts such as‘No Child Left Behind’ require the minimum  \nstandards to be rigorously tested so that education can become accountable (Fisher, 2008).  \nStudent engagement  \nIn arts education, engagement has been widely documented as essential for all students, especially those who are at risk (ACARA, 2018; McFerran, Crooke, & Bolger, 2017; Dailey & Hauschild-Mork, 2017; DeVries, 2010; Carruthers, 2007). In the following discussion, engagement is defined as engagement wi","cbCaicMvGy27zvlW","https://ap.wps.com/l/cbCaicMvGy27zvlW","pdf",341963,"English","# Abstract\n# Introduction\n## Measurement of student progress\n## Student engagement\n## Context","[{\"question\":\"Why does the article discuss a conflict between measurement and engagement in music education?\",\"answer\":\"Music education requires students to engage in creative and experiential tasks, while contemporary education is driven by measuring progress. The article focuses on whether progress can be tracked in a meaningful way without undermining classroom engagement.\"},{\"question\":\"What does the article propose instead of relying only on traditional summative testing?\",\"answer\":\"It suggests collecting detailed measurements of student work within a practical and engaging classroom, using a mixture of assessment types rather than summative testing as the only data collection method.\"},{\"question\":\"How can the proposed data collection tools be used across different levels?\",\"answer\":\"The tools can support individual tracking of student and teacher progress, curriculum-level development of instruction, cohort-level measurement of teaching consistency, and policy-level transparency and accountability.\"}]","Assessment and engagement in music classes - Are they mutually exclusive? | PDF",1792078209,23]