Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación
TL;DR: In this article, the authors conducted semi-structured interviews with 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid, to compare the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum.
Abstract: Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle.
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TL;DR: A 50-item Teachers' Conceptions of Assessment (COA•III) questionnaire was completed by New Zealand primary school teachers and managers (n=525) and analysed with structural equation modelling and showed a close fit of the data to a hierarchical, multi-dimensional model as discussed by the authors.
Abstract: Teachers' conceptions of assessment can be understood in terms of their agreement or disagreement with four purposes to which assessment may be put, specifically, (a) improvement of teaching and learning, (b) school accountability, (c) student accountability, or (d) treating assessment as irrelevant. A 50‐item Teachers' Conceptions of Assessment (COA‐III) questionnaire was completed by New Zealand primary school teachers and managers (n=525). The COA‐III, based on the four main purpose‐defined conceptions of assessment, was analysed with structural equation modelling and showed a close fit of the data to a hierarchical, multi‐dimensional model (χ2=3217.68; df=1162; RMSEA=.058; TLI=.967). On average, participants agreed with the improvement conceptions and the school accountability conception, while rejecting the view that assessment was irrelevant. However, respondents disagreed that assessment was for student accountability. Improvement, school, and student accountability conceptions were positively corr...
417 citations
"Ideas de los profesores de instrume..." refers background in this paper
...Estos resultados son similares a los hallados en estudios de otras áreas y niveles educativos (Brown, 2004; Coll y Remesal, 2009; Martín et al., 2006)....
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TL;DR: In this article, an investigation of examiner perceptions of the effects of introducing criteria into music performance assessment procedures at a tertiary conservatorium of music was carried out, which revealed that examiners found using criteria helped them focus on important assessment issues and that criteria were useful for articulating desirable performance characteristics in feedback to students.
Abstract: This article outlines an investigation of examiner perceptions of the effects of introducing criteria into music performance assessment procedures at a tertiary conservatorium of music. A qualitative analysis of transcripts of interviews with fifteen conservatorium staff identified key issues relating to the ways experienced examiners use criteria in music performance assessment. In discussing their music performance assessment strategies examiners described holistic and criteria-specific approaches. Some examiners felt using criteria helped them focus on important assessment issues and that criteria were useful for articulating desirable performance characteristics in feedback to students. Other examiners believed criteria-based assessment represented a narrow view which tended to interfere with their holistic assessments of music performance.
83 citations
25 Aug 2017
TL;DR: The authors describes the perspectives and approaches to teacher continuous learning of five nations heavily committed to research and/or practice in this field, including Australia, Hong Kong, Finland, and Singapore.
Abstract: Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.
79 citations
01 Jan 1993
TL;DR: The Marco Curricular for Ensenanza Obligatoria como de los Disenos Curriculares as discussed by the authors present an analisis detallado tanto tanto del Marco curriculum for ensenanza obligation as de los disenos curriculum.
Abstract: Un analisis detallado tanto del Marco Curricular para la Ensenanza Obligatoria como de los Disenos Curriculares que plantea la actual reforma del sistema educativo, permite darse cuenta de que uno de sus componentes esenciales es la evaluacion, y que esta puede llegar a ser un eje vertebrador de todo el dispositivo pedagogico. Cada vez mas se considera que si se quiere cambiar la practica educativa es necesario cambiar la evaluacion, es decir, su finalidad y el que y como se evalua. En paises como Inglaterra e Israel, los cambios en el curriculum -en la seleccion de los contenidos y en la metodologia utilizada por el profesorado en el aula- han estado mas motivados por los cambios instaurados en las pruebas externas que se plantean a los estudiantes que por la definicion de nuevos programas y de nuevas orientaciones para la planificacion de actividades de ensenanza-aprendizaje.
53 citations
TL;DR: In this paper, the authors discuss ways in which a constructivist view of learning and teaching might better inform our professional practice by finding a balance between progressive and traditional views of music education.
Abstract: Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what it might or might not mean to take a constructivist teaching stance in the music classroom. Building on constructivism as a theory of learning, I revisit its principles and their implications for our work with learners, the nature of knowledge, and the musics and musical experiences we bring into our classrooms. Further, I consider how constructivism has informed music education reform efforts. Throughout, I discuss ways in which a constructivist view of learning and teaching might better inform our professional practice by finding a balance between progressive and traditional views of music education. Through this, we can find a constructivist view that is more r...
41 citations