Proposal Categories
We seek submissions for research papers, research posters, assessment practice papers, and panel discussions that address the symposium theme and key questions. Presenters are also strongly encouraged to consider the Guiding Principles for the Assessment of Arts Learning in developing their proposals and presentations.
Research Papers
Research papers will be presented in a spoken format, with presentation sessions lasting approximately 45 minutes (including time for questions and comments by attendees). Research papers should be focused on original scholarship conducted by the presenter. Submissions for research paper presentations should include an extended abstract of no less than 500 and no more than 750 words (excluding references) outlining the content of the presentation and how it connects to the themes and key questions of the Symposium.
Assessment Practice Papers
Assessment practice papers will be presented in a spoken format, with presentation sessions lasting approximately 45 minutes (including time for questions and comments by attendees). Assessment practice papers should focus on assessment methods, tools, or approaches currently in use in a specific country, region, or musical practice. The purpose of assessment practice papers should be to illustrate for attendees the diversity of assessment practices in music education and the ways in which these practices are connected to or informed by curricular structures. Submitters are strongly encouraged to partner with practicing educators for the creation and presentation of assessment practice papers. Submissions for assessment practice papers should include an extended abstract of no less than 500 and no more than 750 words (excluding references) outlining the content of the presentation. Submissions in this area are strongly encouraged, in alignment with the themes and key questions of the Symposium.
Research Posters
Research posters will be displayed at a poster session during the Symposium. Research posters should be focused on original scholarship conducted by the presenter. Submissions for research paper presentations should include an extended abstract of no less than 500 and no more than 750 words (excluding references) outlining the content of the presentation and how it connects to the themes and key questions of the Symposium. Presenters may choose to have their submission considered for presentation as a research paper or as a research poster.
Panel Discussions
Panel discussions will be presented in a spoken format, with presentation sessions lasting approximately 90 minutes (including time for questions and comments by attendees). Panel discussions are intended to provide an opportunity for discussion and interaction among the presenters. Submissions for panel discussions must include:
a) An abstract of no more than 250 words describing the overall purpose and content of the session
b) An abstract or description of no more than 250 words for each presenter illustrating the ideas that that presenter will contribute to the session
c) An abstract of no more than 500 words specifically addressing the proposed outcomes of the discussion and how these align with the symposium themes and key questions
Guiding Principles for the Assessment of Arts Learning
Attendees at the 2017 Symposium created a set of proposed International Principles for Assessment in Music Education (Brophy, 2019; Brophy & Fautley, 2017). These principles served as one inspiration for the development of the Guiding Principles for the Assessment of Arts Learning (Brophy et al., 2021). Presenters are strongly encouraged to consider these Guiding Principles in developing their proposals and presentations. In particular, the principles of Authenticity, Process, Connection, and Value are of great relevance to this iteration of the Symposium.
Principles of Justice
Cultural Responsiveness
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Assessments of arts learning should reflect and honor the diverse cultures, histories, and indigenous traditions, and ways of knowing inherent in the arts learning experiences
Authenticity
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Assessments of arts learning should be authentic and appropriate for the context in which it is administered
Accessibility
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Assessments of arts learning, and its associated standards or curricula, should be made available to and appropriatly adapted to the individual characteristics of all students
Principles of Fidelity
Artistry
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Assessments of arts learning should reflect the variety of artistic expressions and value cultural production
Process
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Assessments of arts learning should value the artistic, cultural, and creative processes and the contexts in which they are used.
Intentionality
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Assessments of arts learning should have a clear purpose, identify who is being assessed and who is conducting the assessment, and define clearly how the findings or evidence will be used and interpreted.
Trustworthiness
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Assessments of arts learning should incorporate broadly accepted norms of validity, reliability, and fairness, and focus on student learning
Viability
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Assessments of arts learning should be clear, easy to understand, and implementable by all of those engaged in the practice
Principles of Sustainability
Shared Language
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Assessments of arts learning should be discussed using commonly accepted definitions of assessment, measurement, and evaluation, and other appropriate terms
Connection
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Assessments of arts learning should arise from the curriculum, the learner's experiences, and the artistic forms, histories, and cultures from and within which the assessments are developed and operationalized
Value
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Assessments of arts learning should be valued as a way to improve student arts learning and guide future instruction
References
Brophy, T. S. (2019). Assessment in music education: The state of the art. In T. S. Brophy (Ed.), Handbook on assessment policy and practice in music education (vol. 2) (pp. 903-931). New York, NY: Oxford University Press.
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Brophy, T. S., & Fautley, M. (2017, April 20). International principles for assessment in music education. Presented at Context matters: The 6th International Symposium on Assessment in Music Education. Birmingham City University, Birmingham, England.
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Brophy, T., Krieger, C., Leite, M. C., McCaffrey, M., Poulin, J. M., & Wolf, D. P. (2021, October 15). Guiding Principles for the Assessment of Arts Learning. World Alliance for Arts Education Virtual World Summit, Gainesville, FL. https://doi.org/10.51163/CREATIVE-GEN006
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