Assessing Vocal Performances Using Analytical Assessment: A Case Study

Autor/in	Gynnild, Vidar
Titel	Assessing Vocal Performances Using Analytical Assessment: A Case Study
Quelle	In: Music Education Research, 18 (2016) 2, S.224-238 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2015.1025732
Schlagwörter	Singing; Case Studies; Standards; Evaluation Criteria; Scoring Rubrics; Action Research; Music Education; Teaching Methods; Teacher Attitudes; Grading; College Faculty; College Students; College Credits; Performance; Foreign Countries; Educational Cooperation; Norway + Suchen Sie Ihr Suchwort? Gesang; Case study; Fallstudie; Case Study; Standard; Scoring formulas; Auswertungsbogen; Projektforschung; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Notengebung; Schulnote; Fakultät; Collegestudent; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ausland; Education; cooperation; Kooperation; Norwegen
Abstract	This study investigated ways to improve the appraisal of vocal performances within a national academy of music. Since a criterion-based assessment framework had already been adopted, the conceptual foundation of an assessment rubric was used as a guide in an action research project. The group of teachers involved wanted to explore thinking underpinning their individual judgements in order to make explicit the criteria and standards against which assessment and grading were made. The purpose was to reduce uncertainty and increase transparency to make assessment more predictable, reliable and fair. It was also hoped that the rubric would help to avoid disagreements since criteria were communicated openly. However, disagreements took place over the level of detail in criteria and what would be a sensible way of making use of explicit criteria. The study concludes that while the rubric carries a great potential in aligning judgements, it cannot fully replace a professional holistic appraisal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01