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A model of formative assessment in music education

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

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    Abstract

    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.

    Item Type: Article
    Keywords: music education, assessment, action research
    Related URLs:
    URLURL Type
    http://www.atiner.gr/journals/education/2014-1-4-2-Kordes.pdfAlternative location
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=50126&rid=10563657&fmt=11&lani=siAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Divisions: Department of Primary School Teaching > Chair of Music and Choral Conducting
    Department of Social Pedagogy
    Item ID: 2829
    Date Deposited: 25 May 2015 12:05
    Last Modified: 25 May 2015 12:05
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2829

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