Singing for real : using high stakes assessment strategies as authentic learning experiences in the development of vocal performers at the tertiary level

This paper considers the results of a preliminary investigation into the way that high stakes assessment strategies can be used as authentic learning experiences in the development and training of vocalists within a tertiary music environment. The paper begins by defining the nature of live performance and the way that high stakes assessment strategies emulate live performance experiences. They can therefore be used as authentic teaching and learning tools through both formative and summative assessment processes that can positively contribute to the development of the student vocalist as they strive to achieve their performance goals. Finally, the paper suggests areas for future research to optimise the performance outcomes of these authentic learning experiences in the context of the tertiary music environment.