Bedömning i körsång – med en ton av skillnad: en undersökning av lärares bedömningsarbete i körsång på gymnasieskolor med och utan körprofil.
(2024) LAMP72 20241Malmö Academy of Music
- Abstract
- The following study explores how teachers conduct assessment in Swedish upper secondary schools with and without a choir profile in the course Ensemble with Choral Singing (Skolverket, 2010a). The curiosity about the subject is based on our background in choral singing and that our perception is that the experience amongst many music teachers is that there is a certain difficulty in assessing students in choral singing. Consequently, the purpose of the present study is to investigate teachers' strategies and methods for assessment in choral singing, and also to analyse and reflect upon the teachers work with equity in assessment. An observation and interview study was carried out with six different choir teachers at different Swedish upper... (More)
- The following study explores how teachers conduct assessment in Swedish upper secondary schools with and without a choir profile in the course Ensemble with Choral Singing (Skolverket, 2010a). The curiosity about the subject is based on our background in choral singing and that our perception is that the experience amongst many music teachers is that there is a certain difficulty in assessing students in choral singing. Consequently, the purpose of the present study is to investigate teachers' strategies and methods for assessment in choral singing, and also to analyse and reflect upon the teachers work with equity in assessment. An observation and interview study was carried out with six different choir teachers at different Swedish upper secondary schools. Previous research presents, for instance, different methods and approaches to achieve equity in assessment, which Skolverket (2020) also emphasises as needed. The results show that the teachers' assessment methods are mostly individual, which also means that there are differences regarding what is assessed and how it is assessed. In the comparison between schools with and without a choir profile, the study shows that genre is used in a variety of ways, mainly considering choice of repertoire, and the choir culture is of different presence at the different schools, which contributes to the assessment being dissimilar due to different generation of assessment data. Our conclusion is therefore that there are strategies and methods for teachers to be able to assess their students in choral singing, but the consensus of the regulatory documents is required in order to achieve equity in assessment. We believe that this can be achieved through publication of commentary material and assessment support from Skolverket and the establishment of a broader national collaboration network for joint assessment among Swedish upper secondary schools. (Less)
- Abstract (Swedish)
- Följande studie handlar om hur lärare genomför bedömning på gymnasieskolor med och utan körprofil i kursen Ensemble med körsång (Skolverket, 2010a). Nyfikenheten kring ämnet tar utgångspunkt från vår gemensamma körbakgrund och upplevelsen om att många musiklärare uttrycker en viss svårighet med att bedöma elever inom körsång. Syftet för studien blir således att undersöka lärares tillvägagångssätt och metoder för bedömning i körsång samt analysera och reflektera kring lärarnas arbete inom likvärdig bedömning. En observation- och intervjustudie gjordes med sex körlärare på olika gymnasieskolor. I tidigare forskning presenteras bland annat olika metoder och tillvägagångssätt för att nå likvärdig bedömning, vilket Skolverket (2020) också... (More)
- Följande studie handlar om hur lärare genomför bedömning på gymnasieskolor med och utan körprofil i kursen Ensemble med körsång (Skolverket, 2010a). Nyfikenheten kring ämnet tar utgångspunkt från vår gemensamma körbakgrund och upplevelsen om att många musiklärare uttrycker en viss svårighet med att bedöma elever inom körsång. Syftet för studien blir således att undersöka lärares tillvägagångssätt och metoder för bedömning i körsång samt analysera och reflektera kring lärarnas arbete inom likvärdig bedömning. En observation- och intervjustudie gjordes med sex körlärare på olika gymnasieskolor. I tidigare forskning presenteras bland annat olika metoder och tillvägagångssätt för att nå likvärdig bedömning, vilket Skolverket (2020) också understryker behövs. Resultatet visar på att lärarnas bedömningsmetoder är individuella vilket också betyder att en skillnad uppstår kring vad som bedöms samt hur det bedöms. I jämförelsen mellan skolor med och utan körprofil hittades det att genre används på varierande sätt, främst gällande repertoarval, samt att körkulturen är olika stark på skolorna, vilket bidrar till att bedömningen skiljer sig på grund av att det genereras olika underlag. Vår slutsats mynnar därför ut i att det finns förutsättningar och strategier för lärarna att kunna bedöma sina elever inom körsång, men att en samsyn på styrdokumenten krävs för att uppnå större likvärdighet. Det tror vi kan göras genom publicering av kommentarmaterial och bedömningsstöd från Skolverket samt att ett mer utbrett nationellt samarbete gymnasieskolor emellan upprättas. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9155590
- author
- Parkosidou, Thea LU ; Bertilsson, Ellen LU and Axelsson, Samuel LU
- supervisor
- organization
- course
- LAMP72 20241
- year
- 2024
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Bedömning, Gymnasium, Körsång, Körprofil, Likvärdig bedömning, Musikpedagogik, Utbildningsvetenskap, Assessment, Choir profile, Choral singing, Educational Science, Equity in assessment, Music Education, Upper secondary school
- language
- Swedish
- id
- 9155590
- date added to LUP
- 2024-06-05 09:08:34
- date last changed
- 2024-06-05 09:08:34
@misc{9155590,
abstract = {{The following study explores how teachers conduct assessment in Swedish upper secondary schools with and without a choir profile in the course Ensemble with Choral Singing (Skolverket, 2010a). The curiosity about the subject is based on our background in choral singing and that our perception is that the experience amongst many music teachers is that there is a certain difficulty in assessing students in choral singing. Consequently, the purpose of the present study is to investigate teachers' strategies and methods for assessment in choral singing, and also to analyse and reflect upon the teachers work with equity in assessment. An observation and interview study was carried out with six different choir teachers at different Swedish upper secondary schools. Previous research presents, for instance, different methods and approaches to achieve equity in assessment, which Skolverket (2020) also emphasises as needed. The results show that the teachers' assessment methods are mostly individual, which also means that there are differences regarding what is assessed and how it is assessed. In the comparison between schools with and without a choir profile, the study shows that genre is used in a variety of ways, mainly considering choice of repertoire, and the choir culture is of different presence at the different schools, which contributes to the assessment being dissimilar due to different generation of assessment data. Our conclusion is therefore that there are strategies and methods for teachers to be able to assess their students in choral singing, but the consensus of the regulatory documents is required in order to achieve equity in assessment. We believe that this can be achieved through publication of commentary material and assessment support from Skolverket and the establishment of a broader national collaboration network for joint assessment among Swedish upper secondary schools.}},
author = {{Parkosidou, Thea and Bertilsson, Ellen and Axelsson, Samuel}},
language = {{swe}},
note = {{Student Paper}},
title = {{Bedömning i körsång – med en ton av skillnad: en undersökning av lärares bedömningsarbete i körsång på gymnasieskolor med och utan körprofil.}},
year = {{2024}},
}