Abstract

BORNE, Leonardo. Brazilian Higher Education Music Assessment: An Analysis of the 2014 Enade. Rev. latinoam. estud. educ. [online]. 2022, vol.52, n.1, pp.11-45.  Epub Oct 02, 2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2022.52.1.387.

This paper examines questions related to the 2014 Enade for Brazilian music education undergraduate programs. Therefore, this study’s research questions are: how are Enade’s 2014 questions regarding music majors organized in the test concerning their content and form? What is the relationship between the Enade 2014 and the Brazilian National Curricular Guidelines (DCNs) for Music undergraduate programs? The research approach for this study is document analysis (Peña-Vera y Pirela-Morillo, 2007) and seeks to understand the orientation in Enade’s questions. With this aim, data was organized considering two dimensions: form and content. Findings suggest that a) questions are directed to one or another music career that is not, necessarily, addressed in all music education curricula; b) the questions are not fairly distributed among the three DCN axes, in which “specific content” axis prevails; c) some questions present contents often built on contextual constructs of musical or social biases, which may undermine the assessment reliability. Results show that the Enade 2014 is a test that requests from students only written knowledge, with or without the use of a music sheet. The previous does align with the guidelines of the music undergraduate program construction because they should be built on abilities and competencies.

Keywords : assessment; music education; large scale assessment; college outcomes assessment.

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