Assessment practices in instrumental music classroom

Mário Cardoso

doi:10.5216/mh.v23.74384

Autores/as

Mário Cardoso Instituto Politécnico de Bragança, Portugal, cardoso@ipb.pt https://orcid.org/0000-0003-3645-9641

DOI:

https://doi.org/10.5216/mh.v23.74384

Palabras clave:

Keywords: assessment, instrumental music, music classroom.

Resumen

The study aims to identify, explore, analyze and discuss assessment dimensions, strategies and tools present in the instrumental music classroom. Carried out in the context of music teachers training in Portuguese higher education, the study employed a qualitative, descriptive, and interpretative approach. The results indicate: (i) multidimensional assessment practices/strategies, (ii) the group development and discussion (student-students and teacher-student) of the evaluation process is not visible, and (iii) the non-involvement of students in the development of participatory assessment.

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Biografía del autor/a

Mário Cardoso, Instituto Politécnico de Bragança, Portugal, cardoso@ipb.pt

Doctor in Educational Sciences (Music Education) and Master in Music Pedagogy (Classical Guitar). He is a Professor at the Higher School of Education of the Polytechnic Institute of Bragança where he works as Coordinator of the Department of Music Education, Director of the Master's Degree in Music Education, and Vice-Coordinator of the Research Center in Basic Education. Develops a regular artistic and investigative activity in the field of Music, Performing Arts, and Music Education. It has numerous publications in these areas, including books, book chapters, and articles in national and international journals. He is a member of several international associations and a member of the editorial and advisor board in numerous international journals and conferences.