Analytiske og holistiske tilganger til vurdering – en teoretisk drøfting av vurderingsstrategier og vurderingshandlinger i musikkfaget

Abstract

In recent years we have seen an increased emphasis on assessment as a central didactical tool at any level of schooling in the Nordic countries. New “assessment for learning” pedagogies in many forms seek to reform teaching practices in every subject, including music. Yet assessment in music education is an under-communicated theme in Nordic music didactical literature and research. This article investigates assessment theory in the context of music as compulsory subject in Norwegian lower secondary schools. Even though the argument made in this article is situated and exemplified in a specific national educational context, the theoretical discussions may be relevant and recognizable for all Nordic Countries at any level of music education. In this article, assessment is investigated through the concepts analytic and holistic. Empirical data from an ongoing research project is used to exemplify and at the same time develop the theoretical discussion. Epistemological questions underlying assessment theory, such as discourses of objectivity and subjectivity, reliability and validity are addressed. The article proposes an analytic framework for understanding and identifying assessment theory and practices in music education. Moreover, the point is made that the concepts analytic and holistic are not to be recognised as dichotomous concepts, but as an assessment continuum. Key words: General music, assessment theory, analytic assessment, holistic assessment