Self-Restorative Power of Music: A Psychological Perspective

Benedict, Cathy

Fung, C Victor

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume <em>Handbook</em>, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. <p/>The <em>Handbook</em>'s first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The <em>Handboo</em>k's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms&#x3b; how to assess specific skills or requirements&#x3b; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of <em>The Oxford Handbook of Assessment in Music Education </em>pave the way forward for music educators and researchers in the field.

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume <em>Handbook</em>, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. <p/>The <em>Handbook</em>'s first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The <em>Handbook</em>'s second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms&#x3b; how to assess specific skills or requirements&#x3b; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of <em>The Oxford Handbook of Assessment in Music Education </em>pave the way forward for music educators and researchers in the field.

de Souza, Jonathan

Lysaker, John T