Assessment for Learning in Music Education in the Slovenian Context--From Punishment or Reward to Support

Autor/inn/en	Sicherl Kafol, Barbara; Kordeš, Urban; Holcar Brunauer, Ada
Titel	Assessment for Learning in Music Education in the Slovenian Context--From Punishment or Reward to Support
Quelle	In: Music Education Research, 19 (2017) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2015.1077800
Schlagwörter	Music Education; Foreign Countries; Qualitative Research; Teaching Methods; Action Research; Student Evaluation; Student Attitudes; Student Participation; Formative Evaluation; Peer Evaluation; Self Evaluation (Individuals); Music Teachers; Grade 8; Workbooks; Focus Groups; Attitude Change; Slovenia + Suchen Sie Ihr Suchwort? Musikerziehung; Ausland; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Schulnote; Studentische Bewertung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Music; Teacher; Teachers; Musiklehrer; School year 08; 8. Schuljahr; Schuljahr 08; Arbeitsbuch; Attitudinal change; Einstellungsänderung; Slowenien
Abstract	This qualitative study used action research to provide an insight into how pupils experience and perceive assessment in music education. In collaboration with pupils we constructed an assessment for learning model aimed at involving pupils in the co-development of assessment criteria and in the processes of self and peer assessment. In addition we also aimed to develop, with the support of feedback, self-regulatory attitudes to learning in the pupils. An action research model involving two cycles was used for this study, with this paper showing how pupils' perception of assessment changed from seeing it as to do with punishment or reward to how it provided support for learning. This change was brought about by a focus on formative assessment strategies with a strong emphasis on quality descriptive assessment, formative feedback and the teacher's attitude to assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01