Formative assessment practices and children’s singing accuracy: A mixed methods inquiry

Abstract

The purpose of this mixed methods study was to determine the effect of formative assessment strategies on second grade students’ singing accuracy and to examine how music educators planned for and enacted these practices. Student participants ( n = 63) were divided into three groups over a six-week period: (a) a partial treatment group where the teacher used data from the pretest to improve areas of singing weakness; (b) a full treatment group where the teacher used data to improve areas of weakness and engaged students in self- and peer-assessment techniques; and (c) a control group who received no formalized treatment. Linear regression analysis indicates that the “partial treatment” group had the largest gains in singing accuracy, but the case study analysis revealed that the teachers’ knowledge and values mediated their enactment of these practices as they adopted and adapted them in varied ways. The “partial treatment” teacher’s motivation and proclivity for creating new assessment practices indicates that gains in this group’s singing accuracy may have been due to teacher effects and not the strategies themselves. Implications for teacher professional development and practical considerations for embedding meaningful formative assessment in music contexts are provided.

Effect of Formative Classroom Assessment in Saudi Arabian Elementary Schools

“…The FCA appears, therefore, to be an effective method for promoting pupil's comprehension and enhancing their academic achievements. This study's results are in accordance with other research demonstrating that FCA is significantly effective for elementary-level pupils and helps teachers allocate and diagnose their pupil's difficulties and therefore improves their academic achievements (Alahmadi, Alrahaili, & Alshraideh, 2019;Gallo, 2019;Gustafson, Nordström, Andersson, Fälth, & Ingvar, 2019;Moyosore, 2015;Rakoczy et al, 2019;Simon, 2019;Wiliam* et al, 2014). One particularly impressive aspect of the FCA is the instant feedback it provides to pupils, such that they can determine their weak points in the learning process due to the close teacher supervision.…”

A WSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions

“…Therefore, this study was conducted in a vocal music course for university students with PA using mobile technology, allowing students to watch videos of the teacher's teaching and the singing of other students at any time. There is great potential for them to enhance their vocal musical performance through high-quality self-reflection and peer assessment (Gallo, 2019).…”

“…With the intention of evaluating the students' vocal skills, we adapted the vocal music rubric of Gallo (2019); and three teachers who have many years of teaching experience of vocal music gave the scores . The details of the vocal music rubric are presented in the Appendix.…”