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A model of formative assessment in music education

Urban Kordeš in Barbara Sicherl Kafol in Ada Holcar Brunauer (2014) A model of formative assessment in music education. Athens journal of education, 1 (4). str. 295-307. ISSN 2241-7958

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    Povzetek

    Qualitative research has provided insight into how students experience and perceive the learning process in music. A model of learning, teac hing, assessment and evaluation has been researched and reconstructed together with students. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed. Findings of the study in which student s were given instruction with an emphasis on the development of metacognitive strategies or developing proactive and self - regulatory attitudes to learning, evaluation and assessment, broaden understanding of how to integrate assessment and evaluation into the learning process, and monitor all processes of music learning.

    Tip vnosa: Članek
    Ključne besede: glasbena vzgoja, vrednotenje
    Povezani naslovi URL:
    URLTip URL
    http://www.atiner.gr/journals/education/2014-1-4-2-Kordes.pdfDrugo nahajališče
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=50126&rid=10563657&fmt=11&lani=siDrugo nahajališče
    Ustanova: Univerza v Ljubljani
    Fakulteta: Pedagoška fakulteta
    Oddelki: Oddelek za razredni pouk > Katedra za glasbo in didaktiko glasbe
    Oddelek za socialno pedagogiko
    ID vnosa: 2829
    Datum vnosa: 25 Maj 2015 12:05
    Zadnja sprememba: 25 Maj 2015 12:05
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2829

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