In music education, the learning of conceptual subject matter (theory, terminology, vocabulary, etc.) at the perceptive and receptive levels can be assessed by means of conventional tests (oral and written) and objective tests (of memory, recognition and reasoning).

It is important to remember, however, that a large part of music learning can only be assessed by means of expression. This means the need to evaluate execution, interpretation and creation as skills, even though these things are quite difficult to quantify and it is easy to fall back on subjective judgements.

In a creative activity, not only should the creation itself be assessed, as well as skills and abilities, but the reasons behind the creation should also be assessed. The skills and abilities to consider may include these:

• Invention or discovery derived from analogical procedures.

• Personal enlightenment stemming from reflection.

• The production process arising out of the work of manipulating, organising, combining and planning all the elements.

As a basic tool for assessing the students' actions and behaviour, skills and abilities in terms of these educational aspects, we propose observation techniques. Questionnaires (on habits and actions), interviews, and individual reports can all be of use.

Firstly, we suggest the use of two types of tools: individual reports, to find out what the students know (KPSI concept and/or skills form), and objective testing, to know the degree of music and computer knowledge the students have. Nor should we overlook the use of live interpretacion by voice or musical instrument.

In addition to objective testing, we can use observation checklists on study habits, attitudes, interests and aptitude regarding music and computer use. Obviously an individual and collective assessment of the student's own musical productions and elaborations can be made, both on paper and on the computer files that the students are putting on disk. The results of the tests and assessment let us keep track of and regulate the students' progress in the learning process.

Finally, we propose the students' self-assessment of their musical productions, whether these are set or open assignments. For this assessment the students themselves, with the teacher's help if necessary, can listen to and analyse the activities they have done. In this way, both the teacher and student can know and evaluate the students' development in the learning process.

Likewise, the participant-student can assess the teaching-learning activities carried out, not only going into the conceptual subject matter but also assessing the procedures used and the attitudes and behaviour evoked.