ABSTRACT
This chapter will address different kinds of course assignments and testing, how to approach evaluation as a formative tool, and how to communicate to students how and why they are evaluated in both conventional and non-conventional ways. Although evaluation presents difficulties to all graders, music history involves special challenges. Class size, focus, or intent of the course, and type of course will all determine the methods and frequency of assessment activities. Assessment focuses on process, using feedback to help students learn better and to provide the instructor with important information on his or her teaching methods and instruments. Alternatively, it describes measurements to help university administrators and curricular designers make policy decisions. Evaluation refers to the assigning of a grade or other marker that indicates to the instructor and the student the success with which the student has mastered course material or carried out an assignment. Therefore, assessment is more formative and evaluation is more summative.
