Although Ontario does not have a long-standing history of standardized assessment or testing, a ferment of activity has occurred since the mid-1980s. In recent years, Ontario has joined many other provinces in grappling with the issues of assessment and accountability. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field.
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To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives: historical philosophical socio-cultural pedagogical musical economic policy, organized around four broad themes: Emergence and Evolution Locations and Contexts: Social and Cultural Issues Experiencing, Expressing, Learning and Teaching and Competence, Credentialing, and Professional Development. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, interact, and conceptualize musical practices and the musical experience. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Throughout her career, she has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world.įew aspects of daily existence are untouched by technology. She has worked for over 20 years in schools and school boards and, as a leader in the field of assessment and evaluation, has been involved in consultation, research, evaluation and staff development with teachers' organizations, ministries of education, school boards and charitable foundations in Canada, England, Australia, Europe and the United States. In Residence with the Ontario Ministry of Education. This essay provides a brief history of the changing role of assessment in schooling, describes three different purposes for assessment and foreshadows some implications that shifting to a more differentiated view of assessment can have for policy, practice and research. There are, however, new findings about the nature of learning and about the roles that assessment can play in enhancing learning for all students. Classroom assessment practices have been part of schooling for hundreds of years.
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