T-Time – Reflections on ‘Assessment’

What is T-Time?

Music Mark’s school manager, Abi,  launched T-Time two years ago as a dedicated online space for teachers to meet each term. These sessions provide an hour to share the challenges and successes of teaching music across all age groups. We’ve tackled important themes and welcomed insightful guest speakers.

Because Music Mark offers a comprehensive training and events programme, some attendees expect T-time to offer solutions similar to our online CPD sessions. While attendance has been small, these sessions have offered valuable opportunities for sharing. We’re now exploring new ways to connect directly with more teachers. We welcome your feedback on how we can create opportunities for you to hear from and connect with other teachers and share good practice.

This summer, as we reimagine T-Time for the new academic year, we will host the final T-Time session on the theme: ‘What point does singing turn into learning?’, featuring a speaker from Young Voices. To book your place, visit our website.

To share your feedback on T-Time or our event blogs, please email abi.marrison@musicmark.org.uk with the subject ‘T-Time feedback’.

Why is assessment a hot topic?

Why are we talking about assessment? The spring T-Time theme was chosen before the final curriculum and assessment review report was published. Music Mark wanted to gather input from music teachers about what they think makes effective music assessment, for both teachers and learners.

This term’s guest speakers, Marie Bessant (OCR), Aly Wilding (ABRSM), Kym Hanson (Pearson), Libby Lane, and Tim Wilson (David Ross Education Trust), shared thought-provoking insights and fostered a reflective environment. You can watch or listen to the session here: T Time | Assessment.

Assessment in music education is closely linked to curriculum effectiveness, teaching, learning outcomes, and accountability. We explored the purpose of assessment in music, the ‘why’ and ‘how’, within classroom settings.

Digging deeper into assessment

One reflection was the unique nature of assessment in music education. Children and young people learn to assess themselves, self-correct, and make personal progress. Peer assessment often occurs while collaborating and playing instruments together. Music specialists can assess learning in real time through listening.
One attendee raised questions about how graded music exams contribute to school accountability measures, whether taken in school or externally. The discussion also highlighted the challenge of connecting individual musical progression with classroom learning, while preserving the value of both.

Primary colleagues view assessment through the Ofsted lens

Despite T-Time’s aim to encourage diverse opinions and professional dialogue, many primary colleagues defaulted to asking, ‘What does Ofsted want to see?’

Following the webinar with HMI Chris Stevens, we have summarised key questions about assessment and the updated Ofsted framework in the blogs below:
Reflections on the Ofsted Update – Issue 1 | Music Mark
Reflections on the Ofsted Update – Issue 2 | Music Mark
Reflections on the Ofsted Update – Issue 3 | Music Mark

Beyond T-Time

With a new curriculum approaching, the conversation about assessment in music education is just beginning. It’s crucial to anchor the value of music within the school system and ensure musical opportunities and achievement are accessible to all students.

Music Mark will continue to listen and seek out a diverse range of views. We will continue to advise organisations that shape what you do and work in collaboration with governments, awarding bodies and national training and development initiatives. We plan to bring together professionals involved in initial teacher training in Primary music education on 15th April and hold further discussions with Drake Music’s Future Leaders to ensure that disabled young musicians contribute to our response to the SEND consultation.

2026 T-Time sessions – Save the date – Monday 1st June, 4pm
We will end this T-Time academic year discussing ‘When is singing ‘just singing’ and when is singing learning?’