The Paradox of Assessment: Assessment as ParadoxReport as inadecuate

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Research and Issues in Music Education, v4 n1 p1-5 Sep 2006

Assessment has become inseparable from formal education--and it's probably here to stay. The problem for many educators is that the term, assessment is full of paradox, and has taken on different meanings for different people. Assessment has become a driving force and factor in the funding of schools, teacher evaluation, curriculum development, the adaptation of curriculum and testing for special needs learners, determining mission and vision for schools, the retention of administrators and even the re-election of politicians. In this article, the author explains the ways in which assessment has become paradoxical. He suggests that individuals should come to accept that assessment has become such and look at it and use it with that knowledge in hand.

Descriptors: Student Evaluation, Music Education, Prosocial Behavior, Attitudes, Outcomes of Education

University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site:

Author: Orzolek, Douglas C.


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