Evaluation in Music Education from Theory to Practice

Abstract

 This paper shades light on the problematic evaluation and its tools in accordance with the competency approach, and its contextualization inside the music curriculum in secondary preparatory education in public schools in Morocco. Accentuated by the absence of a clear vision that makes it easier for the professor to manage evaluation activities, and based on the researcher’s experience in systems Evaluating the curricula for music education, we realized the urgent need for teachers to guide them in planning and managing evaluative activities directed to the components of music education (according to the competency approach). In light of the practical proposals directed to the management of evaluation procedures, a number of principles and recommendations were raised to improve the methods of evaluating students in the secondary preparatory cursus within the musical education in Morocco.