Pupils' Perceptions of Attainment in Music at the Start of Secondary School in England: A Descriptive Analysis

Autor/in	Kokotsaki, Dimitra
Titel	Pupils' Perceptions of Attainment in Music at the Start of Secondary School in England: A Descriptive Analysis
Quelle	In: Journal of Education and Training Studies, 5 (2017) 5, S.120-130 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Student Attitudes; Secondary School Students; Music Education; Academic Achievement; Self Evaluation (Individuals); Foreign Countries; Questionnaires; Skill Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Musikerziehung; Schulleistung; Ausland; Fragebogen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The provision of constructive feedback gives meaning to educational assessment and is an important requirement in every good educational system. In addition to the value of summative and formative judgements about a learner's progress, when pupils are given opportunities to assess their own work, they can develop a sense of ownership and responsibility towards their work that can help promote a proactive and critical learning attitude. The present study aims to explore the issue of self-assessment in music learning and to contribute to the discussion about the importance of pupils' involvement in evaluating their musical skills. It particularly looks at pupils' views on their musical progress during their first year in secondary school (N = 530). The findings suggest that equal attention needs to be given to pupils' development in all areas of musical achievement. Furthermore, pupils' sense of musical progress seems to be related to their overall enjoyment of music. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01