ABSTRACT
Assessment in music education is concerned with what students know and can do. This chapter focuses on how the computer can assist with the assessment of students’ musical intelligence. So what is meant by assessment? David Elliot, in his book Music Matters, makes a distinction between evaluation and assessment. He understands assessment as “constructive feedback” and evaluation as “grading”.1 For the purposes of this chapter we will gloss over such semantics, however we will hold onto Elliot’s main purpose for the distinction which is to draw attention to the fact that the primary purpose of assessment is to “articulate feedback to students about the quality of their growing musicianship”2 with an ultimate aim that students develop the ability to competently self-assess their musical achievements.
