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Drawing on theoretical and empirical insights from art teachers in
Canada and Europe, this edited volume explores the question of how
learning in the arts can be effectively and fairly assessed in the
context of higher education. The chapters consider a rich variety
of assessment practices across music, visual and plastic arts,
performing arts, design, fashion, dance and music and illustrate
how knowledge, competencies, skills and progress can be viably and
fairly assessed. Contextual challenges to assessment are also
considered in depth, and particular attention is paid to the
challenges of reconciling teaching in the arts, aimed at an
intuitive transformation of the student, and assessing learning
that takes on its meaning in subjectivity and sensitivity. This
text will benefit researchers, academics and educators in higher
education with an interest in assessment in the artistic
disciplines and in the topic of creativity more broadly. Those
specifically interested in educational assessment policy and the
visual arts will also benefit from this book.
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