A university in Australia updated their education courses to enable the units to be offered in a fully online context. The lecturer up to this point had experienced lecturing and assessing in a face-to-face and blended situation, but this was the first music education unit delivered music completely online.The methodology selected for changing the assessment was Participatory Action Research (PAR) as this was deemed the most appropriate for changing and reviewing an existing unit (Kemmis & McTaggart, 2005). The assessment tasks were updated and streamlined from a series of weekly assignments and long essays to formative, low stakes online written assessments early in the semester to enable feedback. The larger assignments later in the semester were developed to reflect the changing demands of education and trends in musical styles. As a result, the updated unit was received most favourably.
|Title of host publication||Context matters|
|Subtitle of host publication||Selected papers from the Sixth International Symposium on Assessment in Music Education|
|Editors||Timothy Brophy, Martin Fautley|
|Place of Publication||Chicago|
|Number of pages||10|
|Publication status||Published - 1 May 2018|
Lierse, S. (2018). Transforming Assessment for an Online Secondary Music Education Unit. In T. Brophy, & M. Fautley (Eds.), Context matters: Selected papers from the Sixth International Symposium on Assessment in Music Education (pp. 225-234). GIA Publications.