Issues and challenges in the assessment of popular music performance within the UK HE music sector

This thesis summarises that assessing popular music performance has it issues and challenges. These arise from: the interpretation of language, how we assess in group assessments versus solo performances, creating assessments within the degree framework whilst keeping it industry relevant, the differences in our expectations of what professional standards are, and the lack of training for part-time (and some full-time) members of staff. It identifies there is a definite lack of research within the field of popular music and the necessity for further research required as well as suggestions for what these areas are. The scope of future research ranges from a new template for an assessment grid that could be used for all popular music performance assessments that cross-reference with the institutions own learning outcomes, to establish what is best practice and why, understanding the student body and their concerns on a national level, as well as wider issues such as the benefits of the passing and failing at undergraduate degree, creating agreed guidelines of what professional standards are, and the best ways in which to train academic lecturers – especially those with a freelance/ portfolio career. The method of this thesis uses desktop research and analyses the research that surround the areas of contention. It applies principles of other subjects to when there is a lack of research in the area of music. It is important to note that the thesis does not look to provide answers but to open up the dialogue and discussion that is anecdotally spoken about but is not always articulated with findings and research. Further research and evidence is required to see how these scenarios could be improved and resolved