Analysis of Assessment Models: A Comparative Study from Aural Comprehension
William E Miles · Australian journal of music education/Australian journal of music education (Online) · 1999
This paper has as its central issue the question of how aural comprehension examinations may be better structured for a variety of assessment and evaluation purposes. It features a comparative study which is focused upon two different styles of approach to state administered examinations of aural comprehension at senior secondary level. A significant assertion is that the tasks and/or question types found in most 'traditional' aural comprehension examinations are often based upon assessment guidelines which are too prescribed and not completely authentic (ie. having numerous artificial or simulated components not necessarily based upon or generalisable to 'real-world' tasks).