Vurdering for læring i kulturskolens rammeplan

The Schools of Music and Performing Arts (SMPA) are an important future working arena for music students, and these schools, therefore, also constitute a significant part of higher music education’s “surrounding world”. John Vinge and Inger Anne Westby consider how recent developments in offering more differentiated educational programmes in the SMPA also call for SMPA teachers to develop their practices of assessment for learning. Assessment for learning, as rooted in the goal attainment tradition, was introduced in the Norwegian school system in the 2000s, and Vinge and Westby discuss how this research-based, didactical concept is presented in the most recent SMPA curriculum framework. Further, they elaborate on and give examples of how SMPA teachers may implement the four central principles of assessment for learning. For example, they suggest that teachers must place more emphasis on systematically planning the offered instruction and develop practices that include opportunities for students’ self-assessment and peer assessment techniques