University of Cambridge > > Pedagogy, Language, Arts & Culture in Education (PLACE) Group Seminars > The summative assessment of individuals’ contributions to collaborative creative processes: Where angels fear to tread?

The summative assessment of individuals’ contributions to collaborative creative processes: Where angels fear to tread?

Add to your list(s) Download to your calendar using vCal

If you have a question about this talk, please contact Lucian Stephenson.

New Zealand secondary school students may gain credit for their high school qualification, the NCEA , by composing music in collaborative groups. As well as grading the music itself, classroom music teachers must also internally assess individual students’ contributions to the compositional process because each student must be awarded a separate grade. The present seminar will examine the challenges such assessment pose to both assessment validity and reliability, and the emotional safety of group-composing students.

Firstly, the relationships between assessment, group learning, informal music learning, and creativity will be reviewed. Following this, a theoretical model of collaborative creativity will be presented and explained. This model was developed during two cycles of collaborative action research between Dr Thorpe and two secondary music teachers, where the intention was to foster and support shared conceptual understanding of the creative processes in which group-composing students were engaged. Finally, threats to the emotional safety of musical novices and rhythm-section players will be explored in the context of NCEA assessment validity and reliability.


Dr Vicki Thorpe is a lecturer in education at Victoria University of Wellington, New Zealand. She received her PhD in music education from VUW in 2015. Her research interests include the assessment of group processes, creativity and informal learning in secondary music, composing pedagogy, teacher practice and professional learning, cultural historical activity theory, and collaborative action research.

In a previous role Dr Thorpe was a schools advisor, supporting the professional learning of secondary music teachers in the Wellington region. She was a national moderator of senior secondary music performance assessment and a materials developer during the implementation of New Zealand’s secondary school qualification, the NCEA . A singer and pianist, she taught high school music in New Zealand and Australia for a number of years, and is a Sibelius music software author.

This talk is part of the Pedagogy, Language, Arts & Culture in Education (PLACE) Group Seminars series.

Tell a friend about this talk:

This talk is included in these lists:

Note that ex-directory lists are not shown.


© 2006-2023, University of Cambridge. Contact Us | Help and Documentation | Privacy and Publicity