This article summarises the main results of French research focused on teacher assessment in music in secondary schools, conducted between 1999-2004. The enquiry suggests reasons why short courses do not change established ideas about assessment in music. Increased time for reflection and self-criticism during training courses would facilitate the development of greater understanding and modification of practice. Knowing what the participants expect from the course may help to predict the extent of the transfer of information.
"Formative Assessment in Music Education: Research on the Transfer of Knowledge During a Short Training Course,"
Visions of Research in Music Education: Vol. 9, Article 5.
Available at: https://opencommons.uconn.edu/vrme/vol9/iss1/5