The Beginning Secondary Music Teacher’s Experience of Process-based Assessment and Exploration of Support Measures

Abstract

The purpose of this study is to find a way to promote the process-based assessment expertise of beginning secondary music teachers. We examined in-depth the experience of process-based assessment of beginning secondary music teachers and identified the understanding, implementation status, challenges, and support with needs. The participants were six beginning music teachers in secondary schools, and focused group interviews (FGI) were conducted by dividing them into groups of the first and second years of teaching experience. As a result of the study, the beginning secondary music teachers had various perceptions of process-based assessment and implemented assessment using assorted strategies. Moreover in the process, they experienced the specificity of the music subject and the difficulties caused by the initial appointment, and demanded various practical support to solve this problem. We suggested various and on-site support plans for the implementing process-based assessment of beginning secondary music teachers in more detail.