Abstract
En el campo de las enseñanzas de instrumento, existen estudios que analizan los procedimientos que los profesores utilizan para evaluar en contextos de evaluación procesual (p. ej., durante las clases). También se han realizado estudios que analizan la calidad –fiabilidad y validez– de los procedimientos de calificación en contextos de evaluación final (p. ej., exámenes). Sin embargo, hay pocos estudios que se hayan centrado en analizar las ideas que tienen los profesores sobre cómo evaluar durante todo el ciclo de evaluación continua (evaluación procesual y final). El objetivo de este estudio exploratorio fue investigar las ideas del profesorado de conservatorios sobre los procedimientos de evaluación. Concretamente, analizamos las ideas relativas a la forma de evaluar a los alumnos clase a clase y en los exámenes, así como el grado de acuerdo percibido por los profesores con la manera de evaluar de sus compañeros de departamento. Se realizó una entrevista semi-estucturada a 18 profesores instrumento de la Comunidad de Madrid. Las entrevistas se analizaron mediante análisis del contenido. Las ideas sobre la evaluación clase a clase y en los exámenes se analizaron de acuerdo a cuatro dimensiones: cómo se evalúa, qué se evalúa, qué referente se utiliza y para qué se evalúa. En líneas generales, los profesores manifestaron no estar de acuerdo con la forma en que evalúan sus compañeros de departamento. Concluimos que, pese a que las ideas relativas a los contextos de evaluación procesual y final difieren sustancialmente, ambas tienden a ser superficiales respecto a la forma de evaluar y fomentar los aprendizajes específicos que los alumnos han de lograr en los conservatorios. Sugerimos la necesidad de que los departamentos de instrumento se esfuercen en explicitar y consensuar los procedimientos de evaluación.
In the field of instrumental teaching, research studies have analyzed the procedures used by teachers to assess students within ongoing assessment settings, as well as the reliability and validity of procedures used in final assessment settings. However, few studies have specifically focused on analyzing teachers' ideas on how to assess throughout all the continuous assessment cycle (process and final assessment). The aim of this exploratory study was to describe the ideas held by instrumental teachers from music conservatories regarding assessment procedures. In particular, we analyzed teachers' ideas on how to assess students in class and in exams, as well as their perceived degree of agreement with their fellow departmental colleagues. A semi-structured interview was conducted with 18 teachers from the Community of Madrid (Spain). The interviews were analyzed by content analysis, according to four dimensions: how to asses, what to assesses, what reference point is used, and what to assess for. Findings show that, although teachers' ideas about how to assess in class and in exams differ substantially, both tend to be superficial with regards to fostering student learning. Moreover, teachers expressed disagreement with the assessment procedures used by their departmental colleagues. We conclude that there is a need for instrumental departments to make explicit and reach agreements on assessment procedures. Copyright © 2018 Psychology, Society, & Education.
In the field of instrumental teaching, research studies have analyzed the procedures used by teachers to assess students within ongoing assessment settings, as well as the reliability and validity of procedures used in final assessment settings. However, few studies have specifically focused on analyzing teachers' ideas on how to assess throughout all the continuous assessment cycle (process and final assessment). The aim of this exploratory study was to describe the ideas held by instrumental teachers from music conservatories regarding assessment procedures. In particular, we analyzed teachers' ideas on how to assess students in class and in exams, as well as their perceived degree of agreement with their fellow departmental colleagues. A semi-structured interview was conducted with 18 teachers from the Community of Madrid (Spain). The interviews were analyzed by content analysis, according to four dimensions: how to asses, what to assesses, what reference point is used, and what to assess for. Findings show that, although teachers' ideas about how to assess in class and in exams differ substantially, both tend to be superficial with regards to fostering student learning. Moreover, teachers expressed disagreement with the assessment procedures used by their departmental colleagues. We conclude that there is a need for instrumental departments to make explicit and reach agreements on assessment procedures. Copyright © 2018 Psychology, Society, & Education.
Original language | Spanish |
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Pages (from-to) | 103-126 |
Journal | Psychology, Society, and Education |
Volume | 10 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2018 |
Citation
González Royo, A., & Bautista, A. (2018). ¿Cómo evalúas a tus alumnos de instrumento? Ideas del profesorado de conservatorio acerca de los procedimientos de evaluación. Psychology, Society, and Education, 10(1), 103-126. doi: 10.25115/psye.v10i1.1041Keywords
- Profesores de instrumento
- Conservatorio
- Procedimientos de evaluación
- Evaluación continua
- Pensamiento del profesor
- Alt. title: How do you assess your instrumental students? Conservatory teachers' ideas about assessment procedures
- Music performance teachers
- Music conservatories
- Assessment procedures
- Continuous assessment
- Teacher thinking