The effect of Web-based portfolio assessment strategies on the attitudes and self-perceived growth in music learning of non-music elementary general classroom educators in a basics of music course.

摘要

This study examined the effect of web-based portfolio assessment strategies on the attitudes and self-perceived growth in music learning of non-music elementary general classroom educators in a basics of music course. The study is based upon research and literature in regards to constructivism, alternative assessment strategies including portfolio assessment, and computer technology.; The study employed both quantitative and qualitative research. The study was quasi-experimental and utilized a pretest and posttest survey and a final discussion interview between the student and the researcher. Students participating were enrolled in the Basic Music for Elementary Classroom Teachers course during the Spring 2002 academic semester. There total number of students involved in the study was 88 (n = 88). Two classes served as the control group (n = 41) and two classes served as the treatment groups (n = 47). Students in the control group were evaluated through traditional methods including paper-pencil exams. Students in the treatment group were assessed through alternative assessment strategies including rubrics, reflective thinking, peer review, and the construction of a web-based portfolio. Students in both groups participated in the four main projects of the semester and completed the pre-post survey, Music in My Life.; Quantitative data analysis was calculated using SPSS. Information obtained through the data collection from the pre-post survey was analyzed and interpreted with the ANCOVA test at an alpha level of .05. Qualitative data was collected from the individual discussion sessions. These interviews were transcribed and coded.; Quantitative analysis found significant differences in two of the questions on the pre-post survey in regards to music as a subject. No significant difference was found regarding the attitudes about music growth between the groups from the pre-post survey. However, qualitative data collected illustrated that students in the treatment groups were better able to use music vocabulary, discuss connections between the projects while viewing the semester as a whole, and discussing their growth over the period of an academic semester. These students were also able to discuss the web-based portfolio in terms of the website showing their growth over the academic semester.