ABSTRACT
This chapter focuses on how music technologies can help with assessing students' musical intelligence. It considers assessment as relating to both feedback and grading. Music learning assessment is concerned with what students know and can do. Assessment for learning occurs when the goal is to identify areas in which more work may be needed. The chapter affirms Elliott's main point that the primary purpose of assessment is to 'articulate feedback to students about the quality of their growing musicianship' with the ultimate aim that students, by developing their ability to self-assess their musical achievements, become autonomous learners. It examines what data to use as material for assessment and grading. The chapter explores in more detail how computers can be used to generate and manage assessment data, and their further utility in assessing music learning. It discusses the role of music technologies in the assessment of music learning in detail.
