Peer-reviewed articles Music conservatory assessment approaches. Distribution and negotiation of values

This article describes and analyzes assessment approaches in three conservatories and thus contributes to the study of how values are distributed and negotiated within higher education specialized in classical music in the Baltic Sea region and Central Europe. The relation between assessment and learning could be viewed from different perspectives. Assessment of learning can be seen as a checkpoint regarding whether specific knowledge has been internalized, assessment for learning implies that the chosen assessment method encourages the learning process, while assessment as learning can be seen as intertwined with and dominating the learning process. In this article we clarify possibilities for transformative assessment, as well as the risk for assessment as learning. What counts as important knowledge varies between and within the perspectives. To generate material to enable analysis of assessment approaches in the Baltic Sea region and Central Europe, 23 students and 22 professors/leaders within three conservatories were interviewed. The interviews were transcribed verbatim and analyzed through content analysis by the two researchers individually and collaboratively. The results show three different approaches, namely the competition approach, the portfolio approach, and the response-based approach.

Published in the printed edition of Baltic Worlds BW 2024:3, pages 60-72
Published on balticworlds.com on September 18, 2024

abstract
This article describes and analyzes assessment approaches in three conservatories and thus contributes to the study of how values are distributed and negotiated within higher education specialized in classical music in the Baltic Sea region and Central Europe. The relation between assessment and learning could be viewed from different perspectives. Assessment of learning can be seen as a checkpoint regarding whether specific knowledge has been internalized, assessment for learning implies that the chosen assessment method encourages the learning process, while assessment as learning can be seen as intertwined with and dominating the learning process. In this article we clarify possibilities for transformative assessment, as well as the risk for assessment as learning. What counts as important knowledge varies between and within the perspectives. To generate material to enable analysis of assessment approaches in the Baltic Sea region and Central Europe, 23 students and 22 professors/leaders within three conservatories were interviewed. The interviews were transcribed verbatim and analyzed through content analysis by the two researchers individually and collaboratively. The results show three different approaches, namely the competition approach, the portfolio approach, and the response-based approach.
Keywords: Assessment, higher music education, conservatory, learning, values.

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Cecila Ferm Almqvist and Kristi Kiilu