Abstract
Assessment continues to be a topic of discussion and concern for many music educators and music teacher educators. The discussion of assessment in music education can spark lively and passionate debate among music educators, music teacher educators, students, policy makers, and parents alike. This article offers a discussion of some of the litigation that has taken place in American courts that may significantly affect how many music educators assess their students now and in the future. Several steps are presented to help music educators create grading policies that meet legal guidelines as outlined by court rulings.
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