The integration of learning assessment practices into post-secondary teaching in the arts
The objective of the study was to describe the integration of assessment of learning practices into the teaching practices of educators within the competency-based approach to education prevailing at the post-secondary level in Quebec, Canada. An analysis of answers provided by post-secondary arts and dance educators during two questionnaire rounds coupled with a review of institutional and governmental learning assessment policies show that the integration of assessment of learning practices occurs throughout the assessment process. Beginning with the various requirements set out in assessment policies through to the return of assessed work to students, educators participating in the study exhibited an attention to the need to harmonise the assessment of learning with their teaching practices within the boundaries of institutional requirements. This attention, however, appears sporadically and can be attributed more to the precepts of institutional policies and the spontaneously arising needs of the classroom, rather than to methodical approaches.