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


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.

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Rossi, T. , Bordin, A. and Cicco, D. (2014) Assessment and Professors’ Competence in Italian Higher Music Education between Tradition and New Goals. Creative Education, 5, 1341-1352. doi: 10.4236/ce.2014.514153.

Conflicts of Interest

The authors declare no conflicts of interest.


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