Cain, M. (2015). Assessment in music in the Australian context: The AiM Project. D. Lebler, G. Carey, S. D. Harrison. Assessment in music education: From policy to practice 39-54. Switzerland: Springer. Retrieved from https://doi.org/10.1007/978-3-319-10274-0_4
There are a number of implications of recent imperatives in the Australian higher education sector to ensure that all institutions offering coursework degrees have clearly defined graduate learning outcomes, mapped against individual units of study. The implications in terms of providing evidence that graduate learning outcomes have been met presents challenges for institutions and disciplines. In this chapter, we consider the consequences of regulations in the broader context for the discipline of music, and report on some of the findings of the Assessment in Music project (AiM), which has explored the constructive alignment between assessment and learning outcomes statements of various kinds at the Bachelor degree program level.
School of Education
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