Betygssättning i gehör och musiklära - en studie ur elevens perspektiv
(2019) LAMP72 20191Malmö Academy of Music
- Abstract (Swedish)
- Som blivande musiklärare på gymnasienivå har jag fått intresse för hur elever bedöms och betygssätts ute på skolor. Detta intresse har legat till grund för detta arbete och syftet med studien är att undersöka några skolors bedömningskriterier i ämnet Gehör och Musiklära och ta reda på elevers uppfattningar om, och erfarenheter av betyg och bedömning. Intresset för detta ämne stärktes efter en deltagande observation på en gymnasieskola där jag fick se lärarnas process med att framställa en bedömningsmatris för ämnet Gehör och Musiklära. Genom att använda mig av kvalitativa intervjuer har jag fått svar från sex informanter som antingen går eller har gått en estetisk linje på gymnasiet och blivit betygssatta enligt betygssystemet A-F.... (More)
- Som blivande musiklärare på gymnasienivå har jag fått intresse för hur elever bedöms och betygssätts ute på skolor. Detta intresse har legat till grund för detta arbete och syftet med studien är att undersöka några skolors bedömningskriterier i ämnet Gehör och Musiklära och ta reda på elevers uppfattningar om, och erfarenheter av betyg och bedömning. Intresset för detta ämne stärktes efter en deltagande observation på en gymnasieskola där jag fick se lärarnas process med att framställa en bedömningsmatris för ämnet Gehör och Musiklära. Genom att använda mig av kvalitativa intervjuer har jag fått svar från sex informanter som antingen går eller har gått en estetisk linje på gymnasiet och blivit betygssatta enligt betygssystemet A-F. Resultatet visar att informanterna tycker att lärare bedömer olika beroende på hur de tolkat skolverkets kunskapskrav. Informanterna fick se bedömningsmatriser från två olika skolor och uttrycker sina tankar om hur kraven på elevernas kunskaper skiljer sig beroende på vilken skola som utformat matriserna. Informanterna anser inte att elever bedöms lika och att det finns olika faktorer som påverkar betygens validitet och rättssäkerhet. I diskussionskapitlet jämförs informanternas tankar och svar med litteraturen. Här problematiseras även de nuvarande kunskapskraven och riktlinjer från Skolverket och hur det påverkar lärarnas bedömning och betygssättning av elever. (Less)
- Abstract
- As a future music teacher at upper secondary level, I have gained interest in how students are assessed and graded in schools. This interest has been the basis for this essay and the purpose of the study is to examine the assessment criteria of some schools in the subject Pitch and Music Theory and investigate students’ perspectives and experiences on the topic of assessment and grading. My interest in this subject was strengthened after I had the opportunity to visit a high school and observe teachers in their process of creating assessment criteria for the subject “Pitch and Music Theory”. I intervued six participants who either attend or have graduated from a music oriented high school and been graded according to the grading system... (More)
- As a future music teacher at upper secondary level, I have gained interest in how students are assessed and graded in schools. This interest has been the basis for this essay and the purpose of the study is to examine the assessment criteria of some schools in the subject Pitch and Music Theory and investigate students’ perspectives and experiences on the topic of assessment and grading. My interest in this subject was strengthened after I had the opportunity to visit a high school and observe teachers in their process of creating assessment criteria for the subject “Pitch and Music Theory”. I intervued six participants who either attend or have graduated from a music oriented high school and been graded according to the grading system A-F. The qualitative results show that the participants think that teachers assess differently depending on how they interpreted the National Agency for Educations’ knowledge requirements. The participants were shown assessment matrices from two different schools and expressed their thoughts on how the students' knowledge requirements are different depending on which school designed the matrices. In summary, the participants do not believe that students are assessed equally and that there are various factors that affect the validity and legal certainty of the grades. In the discussion chapter, the participants' responses are compared with the literature. The chapter also discusses the current knowledge requirements and guidelines from the National Agency for Education and how it affects teachers' assessment and grading of students. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8979018
- author
- Wetterlin, Timothy LU
- supervisor
- organization
- alternative title
- Grading in Pitch and Music Theory - a study from the student's perspective
- course
- LAMP72 20191
- year
- 2019
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Bedömning, Elevperspektiv, GeMu, Kunskapskrav, Musikpedagogik, Tolkning, Utbildningsvetenskap. Assessment, Educational Science, Interpretation, Knowledge Requirements, Music Education, Student Perspective.
- language
- Swedish
- id
- 8979018
- date added to LUP
- 2019-06-14 14:33:15
- date last changed
- 2019-06-14 14:33:15
@misc{8979018,
abstract = {{As a future music teacher at upper secondary level, I have gained interest in how students are assessed and graded in schools. This interest has been the basis for this essay and the purpose of the study is to examine the assessment criteria of some schools in the subject Pitch and Music Theory and investigate students’ perspectives and experiences on the topic of assessment and grading. My interest in this subject was strengthened after I had the opportunity to visit a high school and observe teachers in their process of creating assessment criteria for the subject “Pitch and Music Theory”. I intervued six participants who either attend or have graduated from a music oriented high school and been graded according to the grading system A-F. The qualitative results show that the participants think that teachers assess differently depending on how they interpreted the National Agency for Educations’ knowledge requirements. The participants were shown assessment matrices from two different schools and expressed their thoughts on how the students' knowledge requirements are different depending on which school designed the matrices. In summary, the participants do not believe that students are assessed equally and that there are various factors that affect the validity and legal certainty of the grades. In the discussion chapter, the participants' responses are compared with the literature. The chapter also discusses the current knowledge requirements and guidelines from the National Agency for Education and how it affects teachers' assessment and grading of students.}},
author = {{Wetterlin, Timothy}},
language = {{swe}},
note = {{Student Paper}},
title = {{Betygssättning i gehör och musiklära - en studie ur elevens perspektiv}},
year = {{2019}},
}