Abstract
This chapter provides a description of the functions of an innovative bespoke online assessment application. As such, it is possible to read this as being about technology, which, to an extent, is true. The technology deployed in this application is an impressive result of a substantial investment of resources on the part of Griffith University. However, it is the learning associated with the assessment process that is the central benefit, and the most significant aspect for others interested in participatory assessment practices. In this instance, self-assessment and peer assessment are deployed, along with assessment by teachers, in a multi-faceted approach to assessment as learning. It is the learning that is produced by the process that is important, rather than the technology that is deployed to enable a complex set of activities to be undertaken on a large scale.
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Lebler, D. (2015). The BoPMAT: Bachelor of Music Popular Music Program. In: Lebler, D., Carey, G., Harrison, S. (eds) Assessment in Music Education: from Policy to Practice. Landscapes: the Arts, Aesthetics, and Education, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-10274-0_15
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DOI: https://doi.org/10.1007/978-3-319-10274-0_15
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