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Published online by Cambridge University Press: 14 January 2011
This article reports the results of research into teachers’ practices concerning the assessment of composing at Key Stage 3 in the National Curriculum for Music in England. It finds that many teachers are using NC levels for assessing individual pieces of work, a process for which they were never intended. It also finds that teachers find it difficult to show progress using NC levels, and that many teachers have rewritten the levels into child-friendly language, thus causing further difficulties.
This research was funded by a grant from the Associated Board of the Royal Schools of Music, to whom the authors are most grateful.