Assessment and Engagement in Music Classes: Are They Mutually Exclusive?

Autor/in	Barlow, Sarah
Titel	Assessment and Engagement in Music Classes: Are They Mutually Exclusive?
Quelle	In: Australian Journal of Music Education, 52 (2018) 1, S.19-27 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Student Evaluation; Learner Engagement; Music Education; Foreign Countries; Evaluation Methods; Educational Policy; Data Collection; Music Activities; Secondary School Students; Scoring Rubrics; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Musikerziehung; Ausland; Politics of education; Bildungspolitik; Data capture; Datensammlung; Musikalische Aktion; Sekundarschüler; Scoring formulas; Auswertungsbogen; Australien
Abstract	Education in Australia is driven by measurement of progress. Music education, however, requires students to engage in creative and experiential tasks. This article will address the inevitable conflicts between these two by suggesting that measurements of student work in fine detail can be made within a practical and engaging classroom without resorting to traditional summative testing as the only means of data collection. The pedagogical approach addressed in this article will benefit from further systematic research; however, the initial anecdotal evidence shows that a wide range of data can be collected from a mixture of assessment types that are also engaging, therefore addressing both sides of the conflict. The added benefit is that these data collection tools are simple and quick to operate, even for those who are not formally trained in education. This means that all involved can focus on the important task of music-making, without spending class time recording and analysing data. The data collection tools may have positive impacts at an individual level to track student and teacher progress; at a curriculum level to develop best instruction; at a teaching cohort level to measure consistency; and at a policy level to fulfil the requirements of transparency and accountability (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01