ABSTRACT
This chapter explores the nature of assessment for learning in music education; and knows how questioning can be used formatively. It knows how to use feedback formatively. The chapter focuses on how self-and peer-assessment can be used to enhance musical learning; understand assessment of learning in music; and describes the issues that arise when making any assessment judgements about music. It explains the issues in the context of self-directed musical learning. The chapter promotes the following values in relation to assessment in music education: Assessment is about coming to know the musical understandings of the students we teach and thus coming to know the effectiveness of our own teaching. It involves students knowing themselves and knowing each other. It also needs to devise methods of assessment that are 'fit for purpose', that are able to help us come to know our students in relation to all types of musical knowledge and understandings.
