Hyppää sisältöön
    • Suomeksi
    • In English
  • Suomeksi
  • In English
  • Kirjaudu
Näytä aineisto 
  •   Etusivu
  • 3. UTUCris-artikkelit
  • Rinnakkaistallenteet
  • Näytä aineisto
  •   Etusivu
  • 3. UTUCris-artikkelit
  • Rinnakkaistallenteet
  • Näytä aineisto
JavaScript is disabled for your browser. Some features of this site may not work without it.

Outlining New Guidelines for the Assessment of the Education Diploma in Music

Inkeri Ruokonen; Heikki Ruismäki; Aleksi Ojala; Anu Sepp

Outlining New Guidelines for the Assessment of the Education Diploma in Music

Inkeri Ruokonen
Heikki Ruismäki
Aleksi Ojala
Anu Sepp
Katso/Avaa
julkaisijan versio (439.0Kb)
Lataukset: 

Cognitive Councelling Research and Conference Services - C-crcs
doi:10.15405/ejsbs.263
URI
https://www.futureacademy.org.uk/files/images/upload/ejsbs263.pdf
Näytä kaikki kuvailutiedot
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2021042824725
Tiivistelmä

The intention in this pilot study is to outline the preliminary guidelines for the development of new assessment
practices in the education diploma in music at Finnish general upper secondary schools. The rationale for the
study arose from the ongoing education policy debate in Finland that suggests that one of the academic subjects in the general upper secondary school graduation examination could soon be replaced by an education diploma in artistic subjects. The study was conducted by asking Finnish general upper secondary school music teachers and students to respond to a semi-structured e-questionnaire that aimed to find out the participants’ perspectives firstly, on the general goals and importance of an education diploma in music, and secondly, on the development of the assessment practices in the diplomas. A small sample of Finnish general upper secondary school’s music teachers (N=13) and students (N=5) answered the questionnaire during the 2019 spring semester. The results of data analysis suggest that participants found it problematic to incorporate different types of assessment tasks and goals in the diplomas in their present form. Against this backdrop, we recommend that the diploma should be re-designed in order to have clear assessment formats for the use of diagnostic, formative, summative and integrative assessment tasks.

Kokoelmat
  • Rinnakkaistallenteet [19207]

Turun yliopiston kirjasto | Turun yliopisto
julkaisut@utu.fi | Tietosuoja | Saavutettavuusseloste
 

 

Tämä kokoelma

JulkaisuajatTekijätNimekkeetAsiasanatTiedekuntaLaitosOppiaineYhteisöt ja kokoelmat

Omat tiedot

Kirjaudu sisäänRekisteröidy

Turun yliopiston kirjasto | Turun yliopisto
julkaisut@utu.fi | Tietosuoja | Saavutettavuusseloste