Bordin, A., Cantamessa, M., & De Cicco, D. (2012). Musical Learning and Assessment: Normatives, Practices and Methods in the Context of the Italian Education System. In T. S. Brophy, & A. Lehmann-Wermser (Eds.), Music Assessment across Cultures and Continents: The Culture of Shared Practice. Proceedings of the 3rd International Symposium on Assessment in Music Education (pp. 175-185). Chicago: GIA Publication.

has been cited by the following article:

• TITLE: Assessment and Professors’ Competence in Italian Higher Music Education between Tradition and New Goals

  AUTHORS: Tiziana Rossi, Anna Maria Bordin, Dario De Cicco

  KEYWORDS: Italian Higher Music Education, Assessment, Professors’ Competence, Giuseppe Verdi

  JOURNAL NAME: Creative Education, Vol.5 No.14, August 25, 2014

  ABSTRACT: Assessment of learning and the allocation of credits according to the European Credit Transfer and Accumulation System is no longer an educational tool which concerns professors, but it has become a statutory duty that sees conservatories of music part of a network of relationships. This study highlights the situation of Higher Music Education in Italy: we will consider the assessment models in their context of use and on the basis of ideal values that support them; we will examine the famous case of Giuseppe Verdi, rejected in its entrance exam to the Conservatory of Milan, which represents, paradoxically, the weaknesses of the assessment system, providing a historical perspective; we will propose an examination of the practical and legal aspects of the national assessment system; finally, we will offer an example of good practice that shows how to contextualize some important aspects of this problem.