Ebb and flow of assessment in music

Mark Sheridan, Charles Byrne

    Research output: Contribution to journalArticlepeer-review


    In Scotland, assessment procedures tend to dominate the teaching and learning of music. Teachers are concerned that the recording and measuring of pupils' output against set criteria are achieved at the expense of engaging them in meaningful, creative experiences. The authors have proposed elsewhere (Byrne and Sheridan, 2000) that music educators should consider the use of Csikszentmihalyi's 'flow' model (Csikszentmihalyi, 1992) as a possible reflective tool for monitoring, regulating and assessing learning in music.
    Original languageEnglish
    Pages (from-to)135-143
    Number of pages8
    JournalBritish Journal of Music Education
    Issue number2
    Publication statusPublished - 2002


    • education
    • assessment
    • music
    • music education


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