Encouraging appropriate learning behaviours: Aligned assessment practices within a pre-service music teacher education course.

This paper explores the ways in which the principles of constructive alignment between learning outcomes and assessment tasks were applied to the redevelopment of a unit in a pre-service teacher education course for music educators. The unit presented in this paper focused on the skills and understandings required to teach instrumental music in individual, small group and large ensemble settings in schools. The aim of encouraging appropriate learning behaviours from participating students and hence supporting deep learning underpinned the design process reported herein. The practices that informed the design process included: aligned assessment, student engagement through self assessment and peer feedback, and the development of authentic and professionallyrelevant assessment tasks. In this paper the use of these practices is articulated with reference to the featured units and the relevant literature, and the changes undertaken are presented and discussed with reference to the relevant literature