| Popis: |
Assessment policy, whether explicitly or implicitly expressed, is defined for this chapter as any set of principles or guidelines constructed for the purpose of bringing consistency and fairness to a course of action involving measurement, evaluation, or growth related to any dimension of an individual’s learning. Assessment policies are influenced by time and place and often are shaped by powerful policy frameworks, that is, the political environments in which policy is conceived. The purpose of this chapter is to examine several issues (the status of music as a basic/core/well-rounded subject and the jurisdiction for the teacher certification process) and trends that impact these issues (the decreasing federal government involvement in education; the extension of educational agendas across boundary lines; and the growing power of arts advocacy groups) that emerge at the intersection of assessment policy and music education from a North American (delimited to Canadian, Mexican and US) perspective. |
