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ERIC Number: EJ1134026
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1461-3808
EISSN: N/A
Assessment for Learning in Music Education in the Slovenian Context--From Punishment or Reward to Support
Sicherl Kafol, Barbara; KordeŇ°, Urban; Holcar Brunauer, Ada
Music Education Research, v19 n1 p17-28 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovenia
Grant or Contract Numbers: N/A