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Posted by ESA Administrator on 12 December 2017

The ESA’s current examination system of Suzuki teachers, has served the European Suzuki Community well for over 30 years. 

Course assessment in higher education has, however, developed during this time.  At present, assessment at universities for example, encompasses various methods of continuous assessment in addition to the traditional examination procedure.

It is felt that the ESA needs to explore the possibilities of these new assessment methods to improve Suzuki teacher training and determine whether any of these methods are useful, or even suitable for such training.

At the ESA’s Teacher Trainers Conference in London in September 2017, Haukur F. Hannesson gave a talk outlining the ideas behind a possible new method of continuous assessment which could become an addition to the current ESA teacher examination system, should the result of the proposed pilot project prove to be favourable.

Following on from this the ESA Board has, at its Extraordinary General Meeting on December 6, 2017, decided to start a pilot project to explore the feasibility of adding a second method of examining by continuous assessment to the ESA current examination system of Suzuki teacher training.  This pilot project is to last at least 2 years and no longer than 5 years from the date of project approval by the ESA Board.

A project manager, ESA’s Hon President Haukur F. Hannesson, has been appointed to run this project.  He has the authority to choose participants in this pilot project and to determine its contents.  He will soon start contacting interested participants.

The project entails that during this period a limited number of Suzuki teacher training courses is exempted from the duty of examining teachers as an end of course assessment method.  Instead, the course assessment (including the marks Pass or Fail) is determined by a Continuous Assessment process, determined by the project manager in co-operation with participating Suzuki teacher training courses and their teacher trainers.

At the end of the pilot project period, the project manager, in co-operation with the participants, will report the projects finding to the ESA Board and recommend either to continue Continuous Assessment as an additional assessment method or not to make any additions to the current examination system.  The ESA Board will then decide whether to accept or reject the pilot project’s recommendations.

It is necessary for an organisation like the ESA to constantly look for possibilities for development and to explore different options in their work.  This pilot project is one such effort, which will hopefully prove to be valuable to Suzuki teaching in Europe.