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Analytic and holistic approaches to assessment – a theoretical discussion of assessment strategies and actions in music education

机译:分析和整体评估方法–音乐教育中评估策略和动作的理论讨论

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摘要

In recent years we have seen an increased emphasis on assessment as a central didactical tool at any level of schooling in the Nordic countries. New “assessment for learning” pedagogies in many forms seek to reform teaching practices in every subject, including music. Yet assessment in music education is an under-communicated theme in Nordic music didactical literature and research. This article investigates assessment theory in the context of music as compulsory subject in Norwegian lower secondary schools. Even though the argument made in this article is situated and exemplified in a specific national educational context, the theoretical discussions may be relevant and recognizable for all Nordic Countries at any level of music education. In this article, assessment is investigated through the concepts analytic and holistic. Empirical data from an ongoing research project is used to exemplify and at the same time develop the theoretical discussion. Epistemological questions underlying assessment theory, such as discourses of objectivity and subjectivity, reliability and validity are addressed. The article proposes an analytic framework for understanding and identifying assessment theory and practices in music education. Moreover, the point is made that the concepts analytic and holistic are not to be recognised as dichotomous concepts, but as an assessment continuum. Key words: General music, assessment theory, analytic assessment, holistic assessment
机译:近年来,我们已经看到北欧国家在任何水平的教育中都越来越重视评估作为中心教学手段。各种形式的新的“学习评估”教学法试图改革包括音乐在内的每个学科的教学实践。然而,音乐教育中的评估是北欧音乐教学文学和研究中未充分传达的主题。本文研究了挪威初中将音乐作为必修课的背景下的评估理论。即使本文中提出的论点在特定的国家教育背景中得到定位和例证,理论讨论对于任何音乐教育水平的北欧国家都可能是相关且可识别的。在本文中,评估是通过分析和整体概念进行研究的。来自正在进行的研究项目的经验数据被用来举例说明并同时展开理论讨论。评价理论基础的认识论问题,如客观性和主观性,信度和效度论述。本文提出了一种用于理解和识别音乐教育评估理论和实践的分析框架。此外,有人指出,分析和整体的概念不应被视为二分性的概念,而应被视为一个评估连续体。关键词:一般音乐评估理论分析评估整体评估

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    Vinge John;

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