This article examines the nature of assessment in the context of a music course in higher education. It looks at possible criteria for assessing a diversity of world musics including pop/rock, classical traditions and ethnic traditions. It looks at how the process of music making as well as the musical product might be assessed and at the personnel involved in the assessment. Practical measures are described as illustration and examined critically. These include process journals and diaries, peer assessment practices and the use of technology.
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