The potential of audio and video for formative assessment purposes in music education in the lower secondary school in England: Issues arising from a small-scale study of trainee music teachers

This small-scale study charts the underuse by music teachers in England of audio- and video-recording technologies. It finds that despite their now highly affordable price, use of such technologies is not well embedded into secondary school music teachers’ day-to-day classroom practices. The use of such technologies offers considerable potential for formative assessment purposes, including cognitive redistribution, and it is recommended that adoption of recording technologies offer significant advances in formative assessment practices and in developmental learning opportunities for pupils