Assessment in the Arts: Elementary-Aged Students as Qualitative Assessors of Their Own and Peers' Musical Compositions

Abstract

Few will argue with the notion that evaluation is an integral part of the educational (Zerull, 1990, p. 19). Despite this truism, evaluation is a complicated matter and remains an area of ongoing debate among educators. Nowhere is this fact more evident than in the arts. As a music specialist in an elementary school, I am constantly aware of the fact that assessing and evaluating student progress in my field is a complex and divisive process because such aspects as creativity and artistic expression seem to elude normal assessment tools and procedures. The complexity of assessment is evident in the many decisions to be made: Should assessment take place at all?; If so, to what end?; What should be assessed?; How should the assessment be carried out?; and finally, Who should do the assessing? These last two questions were the foci for the study on which this paper is based.

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