Abstract
This chapter focuses on assessment of three aural skills: sight-singing, dictation, and error detection. Relevant research is synthesized to offer numerous examples of how aural skills assessments can be created and conducted at all educational levels prior to university study, and recommendations for filling several gaps in aural skills instruction and assessment are provided. Issues and challenges in aural skills instruction are addressed, including teacher preparation and confidence, use of technological tools, and “teaching to the test.” The chapter closes with these recommendations: School music teachers should incorporate aural skills practice and assessment into multiple musical course offerings; infuse instruction and assessment with relevant musical material; begin aural skills instruction early in the music curriculum; and incorporate technological tools into instruction for assessment purposes when appropriate.
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