MUSIC EDUCATION ASSESSMENTS IN CHINA: BIBLIOMETRIC ANALYSIS

Abstract

Music assessment is critical to delivering thoughtful, frequent music instruction. The assessment provides information to both instructors and students regarding student achievement and serves as a guide for instructional practices. In China, the teaching system is affected by an exam-oriented habitus, which has resulted in the long-term use of summative assessment to evaluate learning outcomes in the music classroom. Traditional assessment methods have the disadvantage of needing more real-world context. Students answer questions one by one without the need to apply long-term critical reasoning skills. Peer assessment is related to both the processes and the outcome. It is a technique where students assess their performance. Instructors must relinquish their dependence on traditional metrics of technique usage to accommodate this new concept. Peers evaluate student work on projects, assignments, and reports. Innovative teaching techniques and assessments are not only the exterior expression of innovation in music education but also the focal point of this innovation. When it comes to adapting to the demands of the new millennium, music education assessment is a strategic decision for the twenty-first century. The purpose of this study is to review the music assessment methods in Chinese higher education through a bibliometric analysis.

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