Since its inception, evaluations of the Program have been carried out, which gives considerable strength to the evaluation work. We are fundamentally trying to estimate to what extent the values ​​and attitudes that are being promoted are being incorporated, not to “qualify” but to plan and decide what new pedagogical and artistic actions we have to adopt.

The first evaluation model began at the international level in 1999 at the ICC (MUS-E® International Coordination Committee), being adapted in 2005, and the last formulation of the model was carried out for the 2013-2014 academic year. In Spain, the evaluation process is developed in collaboration with the Ministry of Education, Culture and Sports and the different Education Departments of 11 Autonomous Communities and is carried out by the independent company EKOKIMIA, with the advice of the Complutense University of Madrid.

The work is carried out in combination with two lines of action that are summarized in the expression ‘Art and Craft’, a rigorous evaluation of results, actions and educational processes, the result of which is the Evaluation Report of each school year. The evaluation process applies the MUS-E model, included in the manual, which is sent to all participants at the beginning of each school year, and which serves as a good practice guide. In the evaluation, tools have been implemented whose objective is for MUS-E® to integrate two key dimensions.

• Knowing how to do by incorporating instruments and tools for programming, evaluation, educational techniques, without losing in any way the spirit and key elements of the MUS-E® methodology. In this process, education continues to be a pedagogy of experience, not of experiment. The artistic workshops are a space for the construction of experiences, expressiveness, communication, growth, but with the achievement of objectives that depend on the construction that each of the participants makes with the elements that we propose. Therefore, these instruments cannot constitute a substitute form of education for interaction and teaching-learning processes through dialogue and communication, but they are necessary to produce them. We speak of the Trade, of know-how.
• And Art as a central element of the experience unleashed in MUS-E, starting point and arrival point of the processes raised in the workshop. We refer to artistic sensitivity, the development of creativity, the integration of artistic dimensions as the engine of social, educational and cultural dimensions. There has been a strong commitment to integrating methodological reflection on all these aspects.

These processes of systematization of the Program and the development of instruments that allow to implement the Methodology in a more effective and efficient way, have led us to the design of evaluation and planning systems and the development of adequate instruments.

With the evaluation we are, fundamentally, trying to estimate to what extent the values ​​and attitudes that are being promoted are being incorporated, not to “qualify” but to plan and decide what new pedagogical and artistic actions we have to adopt. We want the evaluation to be as rigorous and systematic as possible, taking into account that what we value through evaluation is the process, not defined and finished products, and that this is only possible if said evaluation is continuous, global and integrative, an evaluation that takes into account all the agents involved in the process and, as an objective, be a source of decision-making on the planning of new actions that enrich the Program.