Abstract
La mayor parte de la investigación sobre las ideas del profesorado acerca de la evaluación proviene de estudios realizados con profesores de educación general (p.ej. primaria, secundaria, universidad). En contraste, existen pocos trabajos realizados con profesores de enseñanzas artísticas, específicamente de interpretación musical en conservatorios. El objetivo de este estudio fue describir las ideas de profesores de instrumento acerca de las funciones y finalidades de la evaluación, comparándolas con las ideas propuestas en el currículo de enseñanzas musicales vigente. Los participantes fueron 18 profesores de instrumento de la Comunidad de Madrid. Se realizó una entrevista semi-estructurada en la que preguntamos a los profesores sobre las finalidades que consideraban a la hora de evaluar. Las respuestas se analizaron mediante análisis de contenido. Encontramos que las finalidades fundamentales mencionadas con más frecuencia fueron las sumativa, formativa y autoevaluación del profesor, mientras que calificar fue mayormente referida como finalidad secundaria. Pocos profesores hicieron alusión a la finalidad formadora. Asimismo, hallamos que las respuestas hacían alusión tanto a las funciones social y pedagógica de la evaluación. Concluimos que las ideas de los profesores entrevistados reflejaban sólo parcialmente lo establecido en el currículo de música vigente. Esto es especialmente notable en la poca presencia de la finalidad formativa, en comparación con la relevancia prescrita desde el currículo. Se discuten las limitaciones del estudio y se sugieren futuras líneas de investigación que contemplen las tensiones entre las funciones pedagógica y social a lo largo de cada ciclo educativo.
Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle. Copyright © 2019 Facultad de Ciencias de la Educación, Universidad Pontificia de Salamanca.
Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle. Copyright © 2019 Facultad de Ciencias de la Educación, Universidad Pontificia de Salamanca.
Original language | Spanish |
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Pages (from-to) | 147-166 |
Journal | Foro de Educacion |
Volume | 18 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 2020 |
Citation
González Royo, A., & Bautista, A. (2020). Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación. Foro de Educacion, 18(1), 147-166. doi: 10.14516/fde.651Keywords
- Profesores de instrumento
- Conservatorio
- Evaluación
- Funciones
- Finalidades
- Currículo
- Music performance teachers
- Conservatories
- Assessment
- Functions
- Purposes
- Curriculum
- Alt. title: Conservatory instrumental teachers’ ideas about the functions and purposes of assessment