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

机译：传统与新目标之间的意大利高等音乐教育评估和教授能力

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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.
机译：根据欧洲学分转移和累积制度评估学习和学分分配不再是一种涉及教授的教育工具，而是已成为将音乐学院视为关系网络一部分的一项法定义务。这项研究突出了意大利高等音乐教育的状况：我们将在评估模型的使用范围内，并在支持它们的理想价值的基础上考虑评估模型;我们将研究朱塞佩·威尔第（Giuseppe Verdi）的著名案例，该案例在米兰音乐学院的入学考试中被拒绝，这自相矛盾地代表了评估体系的弱点，提供了历史的视角;我们将建议对国家评估体系的实践和法律方面进行审查;最后，我们将提供一个良好实践的例子，展示如何将这个问题的一些重要方面进行情境化。

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