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Betyg och bedömning på det estetiska programmet - En kvalitativ studie om hur lärare uppfattar att betyg och bedömning inverkar på elevernas musikaliska lärande

Örsta, Gustaf LU (2020) LAMP72 20201
Malmö Academy of Music
Abstract
During my five years of educational studies at Malmö Academy of Music, and with a great personal interest in the subject, I have observed a trend where measureable factors are increasingly sought after within the educational school system. Within that trend I have noticed a risk in letting the simplicity and bias, that so often permeates measurable factors, influence musical education to a large extent. Trying to ensure quality within musical education through statistics and eloquent catch-phrases, as is done within commercial business, is in my opinion not only wrong, but immediatly harmful to music education.
This study examines how teachers within the performing arts perceive that grading and assesment impact teaching. The purpose was... (More)
During my five years of educational studies at Malmö Academy of Music, and with a great personal interest in the subject, I have observed a trend where measureable factors are increasingly sought after within the educational school system. Within that trend I have noticed a risk in letting the simplicity and bias, that so often permeates measurable factors, influence musical education to a large extent. Trying to ensure quality within musical education through statistics and eloquent catch-phrases, as is done within commercial business, is in my opinion not only wrong, but immediatly harmful to music education.
This study examines how teachers within the performing arts perceive that grading and assesment impact teaching. The purpose was to investigate how high school teachers within the performing arts relate to grading and assessment in relation to teaching, and how these factors affect the individual student's musical learning. Since I was interested to learn the teachers’ point of view on the matter, my choice of method to examine this was qualitative interviews. I interviewed five teachers who are currently teaching within the performing arts, more specifically within the subjects of ensemble, individual instrument, or both. My results revealed a variety of opinions on how grading and assessment affect the teachers in the classroom. There was a teacher consensus that grading and assessment are necessary, rather than something contributing to the students learning. (Less)
Abstract (Swedish)
Under mina fem år av pedagogiska studier på Malmö Musikhögskola, och med ett stort egenintresse i ämnet har jag observerat en trend där mätbara värden alltmer eftersöks i skolans värld. I den trenden har jag sett en fara i att låta den enkelhet samt ensidighet som mätbara faktorer ofta genomsyras utav låta påverka musikundervisningen på gymnasiet i alltför stor utsträckning. Att försöka säkra kvalitet i musikutbildning genom statistik och välformulerade slagord så som man gör inom kommersiella branscher anser inte jag bara är fel, utan direkt skadligt för musikutbildningen.
Min utgångspunkt i den här studien var att undersöka hur lärare på det estetiska programmet uppfattar hur betyg och bedömning påverkar undervisningen. Syftet var att... (More)
Under mina fem år av pedagogiska studier på Malmö Musikhögskola, och med ett stort egenintresse i ämnet har jag observerat en trend där mätbara värden alltmer eftersöks i skolans värld. I den trenden har jag sett en fara i att låta den enkelhet samt ensidighet som mätbara faktorer ofta genomsyras utav låta påverka musikundervisningen på gymnasiet i alltför stor utsträckning. Att försöka säkra kvalitet i musikutbildning genom statistik och välformulerade slagord så som man gör inom kommersiella branscher anser inte jag bara är fel, utan direkt skadligt för musikutbildningen.
Min utgångspunkt i den här studien var att undersöka hur lärare på det estetiska programmet uppfattar hur betyg och bedömning påverkar undervisningen. Syftet var att undersöka hur gymnasielärare på estetiska linjen förhåller sig till betyg och bedömning i relation till undervisningen, samt att undersöka hur dessa faktorer påverkar den enskilda elevens musikaliska lärande. Mitt val av metod för att undersöka detta var kvalitativa intervjuer, då jag var intresserad av lärarnas syn på ämnet. Jag intervjuade fem lärare som alla är yrkesverksamma på det estetiska programmet i ämnena inså, ensemble eller båda. Mitt resultat visade på en delad syn på hur betyg och bedömning påverkar undervisningen, men det fanns samtidigt en koncensus av att betyg och bedömning ofta ses som något som måste göras, snarare än något som bidrar till elevens lärande. (Less)
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author
Örsta, Gustaf LU
supervisor
organization
course
LAMP72 20201
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Betyg, Bedömning, Mätbarhet, Musikaliskt lärande, Musikundervisning, Musikpedagogik, Utbildningsvetenskap, Grading, Assesment, Measurability, Musical learning, Music education, Educational Science
language
Swedish
id
9013483
date added to LUP
2020-06-12 09:41:47
date last changed
2020-06-12 09:41:47
@misc{9013483,
  abstract     = {During my five years of educational studies at Malmö Academy of Music, and with a great personal interest in the subject, I have observed a trend where measureable factors are increasingly sought after within the educational school system. Within that trend I have noticed a risk in letting the simplicity and bias, that so often permeates measurable factors, influence musical education to a large extent. Trying to ensure quality within musical education through statistics and eloquent catch-phrases, as is done within commercial business, is in my opinion not only wrong, but immediatly harmful to music education.
This study examines how teachers within the performing arts perceive that grading and assesment impact teaching. The purpose was to investigate how high school teachers within the performing arts relate to grading and assessment in relation to teaching, and how these factors affect the individual student's musical learning. Since I was interested to learn the teachers’ point of view on the matter, my choice of method to examine this was qualitative interviews. I interviewed five teachers who are currently teaching within the performing arts, more specifically within the subjects of ensemble, individual instrument, or both. My results revealed a variety of opinions on how grading and assessment affect the teachers in the classroom. There was a teacher consensus that grading and assessment are necessary, rather than something contributing to the students learning.},
  author       = {Örsta, Gustaf},
  keyword      = {Betyg,Bedömning,Mätbarhet,Musikaliskt lärande,Musikundervisning,Musikpedagogik,Utbildningsvetenskap,Grading,Assesment,Measurability,Musical learning,Music education,Educational Science},
  language     = {swe},
  note         = {Student Paper},
  title        = {Betyg och bedömning på det estetiska programmet - En kvalitativ studie om hur lärare uppfattar att betyg och bedömning inverkar på elevernas musikaliska lärande},
  year         = {2020},
}