The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.

I. Foundational Considerations1. Philosophical and qualitative perspectives on assessment in music education: Introduction, aims, and overviewDavid J. Elliott, Marissa Silverman, and Gary E. McPherson2. Institutional music education and ranking as a form of subjectification: The merits of resistance and resilienceLise C. Vaugeois3. An ethical consideration of assessment in music education through the lens of Levinas Kathryn Jourdan and John Finney4. The primacy of experience: Phenomenology, embodiment, and assessments in music educationAndrea Schiavio5. Critically assessing forms of resistance in music educationBrent C. Talbot and Hakim Mohandas Amani Williams6. Evaluation for equality: Applying a classical pragmatist perspective in qualitative assessment in Finnish general music educationLauri V?kev?7. Could there be Deleuzian assessment in music education?Lauren Kapalka RichermeII. Methodological Practices8. Music teacher evaluation, teacher effectiveness, and marginalized populations:A tale of cognitive dissonance and perverse incentivesKaren Salvador and Janice Krum9. The influence of assessment on learning and teaching: Using assessment to enhance learning oHowSusan Hallam10. The McDonald's metaphor: The case against assessing standards-based learning outcomes in music educationJohn Kratus11. Habits of mind as a framework for assessment in music educationJillian Hogan and Ellen Winner12. Alternative assessment for music students with significant disabilities: Collaboration, inclusion, and transformationDonald DeVito, Megan M. Sheridan, Jian-Jun Chen-Edmund, David Edmund, and Steven Bingham13. A music-centered perspective on music therapy assessmentJohn Carpente and Kenneth Aigen14. A case for integrative assessment from a Freirian perspectiveFrank AbrahamsIII. Creativity15. Cultural imperialism and the assessment of creative workJuniper Hill16. Enter the feedback loop: Assessing music technology in music education with personal bests Adam Patrick Bell17. Improvisation, enaction, and self-assessmentDylan van der Schyff18. Philosophy of assessment in popular music educationBryan Powell and Gareth Dylan Smith19. "He sings with rhythm; he is from India": Children's drawings and the music classroom Roger Mantie and Beatriz IlariIV. International Perspectives20. The assessment of classroom music in the lower secondary school: The English experience Martin Fautley21. Imagining beyond ends-in-view: The ethics of assessment as valuation in Nepali music educationDanielle Shannon Treacy, Vilma Timonen, Alexis Anja Kallio, and Iman Shah22. Assessment as care: A South African perspectiveJanelize van der Merwe23. Assessment and the dilemmas of a multi-ideological curriculum: The case of NorwaySidsel Karlsen and Geir Johansen24. Building a culture of ethical, comparable, authentic assessment: Music education in QueenslandAndrew Reid and Julie Ballantyne25. Music as bildning: The impracticability of assessment within the Scandinavian educational traditionJohan S?derman26. Non-regulated assessment in music education: An urban Iranian outlookNasim Niknafs27. International perspectives on assessment in music educationAlexandra Kertz-WelzelNotesAuthor IndexSubject Index