Abstract
The study aims to identify, explore, analyze and discuss assessment dimensions, strategies and tools present in the instrumental music classroom. Carried out in the context of music teachers training in Portuguese higher education, the study employed a qualitative, descriptive, and interpretative approach. The results indicate: (i) multidimensional assessment practices/strategies, (ii) the group development and discussion (student-students and teacher-student) of the evaluation process is not visible, and (iii) the non-involvement of students in the development of participatory assessment.
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