|dc.description.abstract||The topic of assessment has attracted wide-spread attention in the discipline of
music education in recent decades. However, most research centres on school-based
assessment, and then mainly on the assessment of practical music subjects.
Current assessment practices in music literacy programmes (such as 'paper-and-pencil' and standardized tests) counteract what is arguably the most important
goal of music education, namely the development of musicianship. Therefore, in
this study, my aim is to investigate assessment practices in music literacy courses
for young adults, and to show how assessment in these courses can contribute to
the development of musicianship.
In order to reach these aims, the terms 'musicianship' and 'music literacy' are
defined. The importance of a guiding philosophy for assessment is highlighted
and constructivism is discussed as an example of such a philosophy, since
constructivist principles largely correspond with the principles of assessment and
adult education. Principles for effective assessment are subsequently established
before being applied to the assessment of music literacy outcomes. Finally, the
need for further research about various topics that can inform assessment
practices in music subjects is pointed out.||