Preverjanje in ocenjevanje pri glasbeni vzgoji v osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.08 - Doktorska disertacija
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Holcar Brunauer]
UDK:	37.015.31:78(043.3)
COBISS:	9773129
Št. ogledov:	1037
Št. prenosov:	191
Ocena:	0 (0 glasov)
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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Assessment in music education in primary school
Sekundarni povzetek:	The doctoral dissertation examines the issue of assessment and evaluation of music education in the elementary school. The theoretical part is highlighted by different theories and perspectives on learning in music education, their manifestation in the classroom, the role they play in this self-regulation, and evaluation and assessment. An analysis of the theoretical and empirical research on the process of acquiring knowledge, learning, teaching and assessment in music education demonstrates the necessity to find a balance between a number of strategies, styles and methods. In the theoretical part, as well as learning theories, important research is presented in the area of self-regulation, carried out by music psychologists who have studied the quantity and quality of practice by musician instrumental-experts. In contrast to investigation focused on the study of practice by the world-class musicians, research is presented examining how students set personal goals, direct behavior to achieve set objectives and take responsibility for their own learning and learn most effectively. The focus of the theoretical part is the area of testing and assessment, which shows various aspects of the evaluation, the purpose of which is to increase the positive and reduce the negative impact of assessment, from the teacher and external sources, and while increasing the quality of knowledge. The state and the potential of integrated forms of assessment and evaluation is discussed, facilitating the monitoring and evaluation of all processes of learning music and all kinds of musical outcomes. The monitoring of the learning process and learning progress as well as results is essential in music education, providing a more objective and qualitative determination on the value of outcomes. In the process of learning music quality feedback plays a vital role, which contributes to the effective improvement of learning outcomes, to independent learning, develops metacognition, promotes self-regulation, self-assessment and further learning. The empirical part presents some of the findings for a modification of the culture of teaching, testing and assessment in music education, and describes in detail how: to involve learners in the process of assessment and evaluation of knowledge, to shape quality feedback, to enhance students' ability for reflection, self-assessment and control of their own learning and how to introduce authentic methods of testing and assessment in music education. The presented model facilitates the adaptation of guidelines to the needs and specifications of the class, students’ preferences and teachers' expertise and views. Qualitative research has provided insight into how students experience and perceive the learning process in music education. A model of learning, teaching, evaluation and assessment has been researched and reconstructed together with students. New insights, which reflected the reality of the participants, have been implemented into the lessons and in this way ensured their modification and restructuring. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed, with the intention to improve the teaching practice. Completion of each action cycle was followed by the analysis of results in the form of multiple case studies. Since there was a marked qualitative problem, the hermeneutics method has been used. At the beginning and after each action cycle a focus group was undertaken with the students. The purpose of the study was to provide descriptions of the different constructed realities, and not to arrive at general principles. Findings of the study in which students 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 evaluating and testing into the learning process, and monitor all processes of music learning. The focus is on the different methods and forms of evaluation and assessment where students participate in the design of criteria and specifications for the assessment, planning various forms of presentation of lessons learned and are included in the process of self-examination and self-assessment. They become co-creators of the educational process and its results, which motivates them to work and to be equipped with skills and experience that they can take with them in life, and help to create a positive attitude to evaluation and assessment. The present model could change music education considerably as we know at any given moment, but teachers would no longer have the opportunity to tackle learning material, which in their view they should modify and add new learning goals. Learning for understanding and maintenance of the desire to continue learning requires a focus on a smaller number of targets and a narrower field of music, which facilitates the updating of the Curriculum for Music Education (2011). Teachers will need to look within themselves, their beliefs and what they believe their students can achieve, utilizing the knowledge at their disposal, while listening, creating, reflecting and discussing music in school and outside school.
Sekundarne ključne besede:	music education
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Doktorska disertacija
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak.
Strani:	XVII, 290 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Assessment in music education in primary school
Ključne besede (ePrints):	glasbena vzgoja
Ključne besede (ePrints, sekundarni jezik):	music education
Povzetek (ePrints):	Doktorska disertacija obravnava tematiko preverjanja in ocenjevanja glasbene vzgoje v osnovni šoli. V teoretičnem delu osvetljuje različne teorije in poglede na učenje glasbene vzgoje, njihovo manifestacijo v razredu in vlogo, ki jo imajo pri tem samoregulacija ter preverjanje in ocenjevanje. Pregled teoretičnih in empiričnih raziskav o procesu pridobivanja znanja, učenju, poučevanju ter preverjanju in ocenjevanju pri glasbeni vzgoji pokaže, da je med številnimi strategijami, oblikami in metodami dela potrebno najti ravnovesje. V teoretičnem delu je poleg teorij učenja, predstavljeno še področje samoregulacije, ki na eni strani izpostavlja najpomembnejše raziskave glasbenih psihologov, ki so proučevali kvantiteto in kvaliteto vadenja glasbenih instrumentalistov-ekspertov. V nasprotju z raziskavami, ki so usmerjene v proučevanje vadenja vrhunskih glasbenikov, pa so predstavljene tudi raziskave, ki proučujejo, kako si učenci postavljajo osebne cilje, usmerjajo dejavnosti k doseganju zastavljenih ciljev, prevzemajo odgovornost za svoje učenje in se kar najbolj učinkovito učijo. Vrh teoretičnega dela predstavlja področje preverjanja in ocenjevanja znanja, kjer so predstavljeni različni vidiki ocenjevanja, katerih namen je povečanje pozitivnih in zmanjšanje negativnih posledic ocenjevanja, tako učiteljevega kot zunanjega ter hkrati zvišanje kakovosti znanja. Opredeljeno je stanje in potencial celostnih oblik preverjanja in ocenjevanja, ki omogoča spremljanje in vrednotenje vseh procesov glasbenega učenja in vseh vrst glasbenih dosežkov. Pri glasbeni vzgoji je bistvenega pomena spremljanje procesa učenja in učnega napredka ter rezultatov, kar omogoča objektivnejše in kvalitetnejše določanje vrednosti dosežkov. V procesu učenja glasbe igra ključno vlogo kakovostna povratna informacija, ki prispeva k učinkovitemu izboljšanju učnih dosežkov, k samostojnemu učenju, razvija metaznanje, spodbuja samoregulacijo, samoocenjevanje in nadaljnje učenje. Empirični del podaja nekatere ugotovitve za spreminjanje kulture poučevanja, preverjanja in ocenjevanja znanja pri glasbeni vzgoji, pri čemer podrobno opisuje, kako: vključiti učence v proces preverjanja in ocenjevanja znanja, oblikovati kakovostne povratne informacije, povečati učenčeve zmožnosti refleksije, samoocenjevanja in uravnavanja lastnega učenja ter kako uvesti avtentične načine preverjanja in ocenjevanja znanja pri glasbeni vzgoji. Predstavljeni model omogoča prilagajanje smernic glede na potrebe in specifiko razreda, želje učencev ter védenje in prepričanja učiteljev. Kvalitativna raziskava je omogočila pridobitev vpogleda v to, kako učenci doživljajo in dojemajo učni proces pri glasbeni vzgoji. Učenci so skupaj z učiteljem raziskovali in rekonstruirali model učenja, poučevanja ter preverjanja in ocenjevanja. Nova spoznanja, ki so odražala stvarnost udeležencev, so bila vnesena v pouk, kar je omogočilo njeno spreminjanje in novo konstruiranje. Kot temeljni raziskovalni pristop je bila uporabljena metoda akcijskega raziskovanja. Načrtovana in izpeljana sta bila dva akcijska cikla, katerih namen je bil izboljšati pedagoško prakso. Zaključku vsakega akcijskega cikla je sledila analiza rezultatov v obliki multiple študije primera. Ker je šlo za izrazito kvalitativen problem, je bil način dela hermenevtičen. Na začetku in po vsakem akcijskem ciklu je bil z učenci izveden pogovor v fokusni skupini. Namen raziskave torej ni bil priti do enostavnih splošnoveljavnih zakonitosti, ampak do opisov različnih konstruiranih stvarnosti. Ugotovitve raziskave, v kateri so bili učenci deležni poučevanja s poudarkom na razvijanju metakognitivnih strategij oz. razvijanju proaktivnega in samoregulacijskega odnosa do učenja, preverjanja in ocenjevanja, širijo razumevanje, kako vključiti preverjanje in ocenjevanje v učni proces ter spremljati vse procese glasbenega učenja. Poudarek je na drugačnih načinih in oblikah preverjanja in ocenjevanja, pri katerih učenci sodelujejo pri oblikovanju kriterijev in opisnikov za preverjanje in ocenjevanje, pri načrtovanju različnih oblik predstavljanja naučenega in so vključeni v proces samopreverjanja in samoocenjevanja. Tako postanejo soustvarjalci vzgojno-izobraževalnega procesa in njegovih rezultatov, kar jih motivira za delo in opremi s spretnostmi in izkušnjami, ki jih lahko ponesejo s seboj v življenje, hkrati pa pripomore k oblikovanju pozitivnega odnosa do preverjanja in ocenjevanja. Pričujoči model bi lahko precej spremenil glasbeno izobraževanje, ki ga poznamo v danem trenutku, vendar pa učiteljev ne bo več smela preganjati učna snov, ki jo po njihovem mnenju morajo predelati in dodajanje novih učnih ciljev. Učenje za razumevanje in ohranjanje želje po nadaljnjem učenju namreč zahteva, da pozornost usmerimo v manjše število ciljev in ožje glasbeno področje, kar tudi omogoča posodobljeni Učni načrt za glasbeno vzgojo (2011). Učitelji bodo morali pogledati vase, v svoja prepričanja in v to kar verjamejo, da njihovi učenci lahko dosežejo; s kakšnim znanjem bodo razpolagali, ko bodo izvajali, poslušali, ustvarjali, razmišljali in se pogovarjali o glasbi v šoli ter izven nje.
Povzetek (ePrints, sekundarni jezik):	The doctoral dissertation examines the issue of assessment and evaluation of music education in the elementary school. The theoretical part is highlighted by different theories and perspectives on learning in music education, their manifestation in the classroom, the role they play in this self-regulation, and evaluation and assessment. An analysis of the theoretical and empirical research on the process of acquiring knowledge, learning, teaching and assessment in music education demonstrates the necessity to find a balance between a number of strategies, styles and methods. In the theoretical part, as well as learning theories, important research is presented in the area of self-regulation, carried out by music psychologists who have studied the quantity and quality of practice by musician instrumental-experts. In contrast to investigation focused on the study of practice by the world-class musicians, research is presented examining how students set personal goals, direct behavior to achieve set objectives and take responsibility for their own learning and learn most effectively. The focus of the theoretical part is the area of testing and assessment, which shows various aspects of the evaluation, the purpose of which is to increase the positive and reduce the negative impact of assessment, from the teacher and external sources, and while increasing the quality of knowledge. The state and the potential of integrated forms of assessment and evaluation is discussed, facilitating the monitoring and evaluation of all processes of learning music and all kinds of musical outcomes. The monitoring of the learning process and learning progress as well as results is essential in music education, providing a more objective and qualitative determination on the value of outcomes. In the process of learning music quality feedback plays a vital role, which contributes to the effective improvement of learning outcomes, to independent learning, develops metacognition, promotes self-regulation, self-assessment and further learning. The empirical part presents some of the findings for a modification of the culture of teaching, testing and assessment in music education, and describes in detail how: to involve learners in the process of assessment and evaluation of knowledge, to shape quality feedback, to enhance students' ability for reflection, self-assessment and control of their own learning and how to introduce authentic methods of testing and assessment in music education. The presented model facilitates the adaptation of guidelines to the needs and specifications of the class, students’ preferences and teachers' expertise and views. Qualitative research has provided insight into how students experience and perceive the learning process in music education. A model of learning, teaching, evaluation and assessment has been researched and reconstructed together with students. New insights, which reflected the reality of the participants, have been implemented into the lessons and in this way ensured their modification and restructuring. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed, with the intention to improve the teaching practice. Completion of each action cycle was followed by the analysis of results in the form of multiple case studies. Since there was a marked qualitative problem, the hermeneutics method has been used. At the beginning and after each action cycle a focus group was undertaken with the students. The purpose of the study was to provide descriptions of the different constructed realities, and not to arrive at general principles. Findings of the study in which students 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 evaluating and testing into the learning process, and monitor all processes of music learning. The focus is on the different methods and forms of evaluation and assessment where students participate in the design of criteria and specifications for the assessment, planning various forms of presentation of lessons learned and are included in the process of self-examination and self-assessment. They become co-creators of the educational process and its results, which motivates them to work and to be equipped with skills and experience that they can take with them in life, and help to create a positive attitude to evaluation and assessment. The present model could change music education considerably as we know at any given moment, but teachers would no longer have the opportunity to tackle learning material, which in their view they should modify and add new learning goals. Learning for understanding and maintenance of the desire to continue learning requires a focus on a smaller number of targets and a narrower field of music, which facilitates the updating of the Curriculum for Music Education (2011). Teachers will need to look within themselves, their beliefs and what they believe their students can achieve, utilizing the knowledge at their disposal, while listening, creating, reflecting and discussing music in school and outside school.
Ključne besede (ePrints, sekundarni jezik):	music education
ID:	8311693