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Konkreta krav. Musiklärares tolkningar av kunskapskraven

Hanson, Mathias LU (2020) MUHN57 20151
Malmö Academy of Music
Abstract
The aim of this thesis is to explain how music teachers interpret and implement descriptors in assessment criteria. The study has its starting point in equality within assessment and elaborates on the research questions how do music teachers’ interpretations of assessment criteria appear and how do music teachers realize concrete standards based on their interpretations of assessment criteria?
The study focuses on music teachers who are grading students in the final year of the Swedish compulsory school and was carried out with inspiration from case-study research. Critical realism is used both as a consistent methodology and to construct a theoretical framework to use for analysis of the result of the study.
The findings demonstrate... (More)
The aim of this thesis is to explain how music teachers interpret and implement descriptors in assessment criteria. The study has its starting point in equality within assessment and elaborates on the research questions how do music teachers’ interpretations of assessment criteria appear and how do music teachers realize concrete standards based on their interpretations of assessment criteria?
The study focuses on music teachers who are grading students in the final year of the Swedish compulsory school and was carried out with inspiration from case-study research. Critical realism is used both as a consistent methodology and to construct a theoretical framework to use for analysis of the result of the study.
The findings demonstrate how music teachers’ standard setting appear in the teachers’ work and how these standards are being shaped. Reference points appears as a crucial concept to explain how music teachers in their standards realize the assessment criteria. The result reveals a need of tools at national level for music teachers to standardize requirements. (Less)
Abstract (Swedish)
Syftet med denna undersökning är att förklara hur musiklärare tolkar och konkretiserar kunskapskravens beskrivningar. Studien tar avstamp i likvärdighet inom bedömning och behandlar frågeställningarna hur ser musiklärares tolkningar av kunskapskraven ut och hur formar musiklärare konkreta krav utifrån sina tolkningar av kunskapskraven?
Undersökningen riktar in sig på betygsättande musiklärare i grundskolans årskurs 9 och har genomförts med inspiration av fallstudien som forskningsmetod. Kritisk realism används både som genomgående metodologi och för att bygga ett teoretiskt ramverk med vilket under-sökningens resultat belyses.
Resultatet visar hur musiklärares kravgränser för olika kunskapskrav ser ut i praktiken, samt hur dessa... (More)
Syftet med denna undersökning är att förklara hur musiklärare tolkar och konkretiserar kunskapskravens beskrivningar. Studien tar avstamp i likvärdighet inom bedömning och behandlar frågeställningarna hur ser musiklärares tolkningar av kunskapskraven ut och hur formar musiklärare konkreta krav utifrån sina tolkningar av kunskapskraven?
Undersökningen riktar in sig på betygsättande musiklärare i grundskolans årskurs 9 och har genomförts med inspiration av fallstudien som forskningsmetod. Kritisk realism används både som genomgående metodologi och för att bygga ett teoretiskt ramverk med vilket under-sökningens resultat belyses.
Resultatet visar hur musiklärares kravgränser för olika kunskapskrav ser ut i praktiken, samt hur dessa kravgränser formas. Referenspunkter framstår som ett viktigt begrepp för att förklara hur musiklärare i sina kravgränser konkretiserar kunskapskraven. I resultatet visar sig ett behov av verktyg på systemnivå för musiklärare att kalibrera sina krav för bedömning mot. (Less)
Please use this url to cite or link to this publication:
author
Hanson, Mathias LU
supervisor
organization
course
MUHN57 20151
year
type
H2 - Master's Degree (Two Years)
subject
keywords
bedömning, kravgränssättning, likvärdig betygsättning, tolkning av betygskriterier, utbildningsvetenskap, musikpedagogik, assessment, equality in grading, interpretation of assessment criteria, standard setting, educational science, music education
language
Swedish
id
9021897
date added to LUP
2020-06-25 16:16:27
date last changed
2020-06-25 16:16:27
@misc{9021897,
  abstract     = {{The aim of this thesis is to explain how music teachers interpret and implement descriptors in assessment criteria. The study has its starting point in equality within assessment and elaborates on the research questions how do music teachers’ interpretations of assessment criteria appear and how do music teachers realize concrete standards based on their interpretations of assessment criteria? 
The study focuses on music teachers who are grading students in the final year of the Swedish compulsory school and was carried out with inspiration from case-study research. Critical realism is used both as a consistent methodology and to construct a theoretical framework to use for analysis of the result of the study. 
The findings demonstrate how music teachers’ standard setting appear in the teachers’ work and how these standards are being shaped. Reference points appears as a crucial concept to explain how music teachers in their standards realize the assessment criteria. The result reveals a need of tools at national level for music teachers to standardize requirements.}},
  author       = {{Hanson, Mathias}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Konkreta krav. Musiklärares tolkningar av kunskapskraven}},
  year         = {{2020}},
}