Whose responsibility is it? Encouraging student engagement in the learning process.
Music Education Research, iFirst article.
This article presents the results of an action research project that focused on
giving students more sense of control and responsibility over their own learning
by engaging them more fully in assessment and helping them to understand the
principles underpinning assessment criteria. The course is a second-year music
module with approximately 85 students. I formed the class into groups to grade
model answers and compiled a list of what they believed the assessment criteria
should be based on this experience. I then used this list to compile a selfassessment
criteria sheet, which the students filled out themselves and attached
with each subsequent assessment. When I completed my analysis of data from the
first cycle of action research, I implemented the learning from that cycle into a
second and third cycle of action. This involved re-evaluating my initial plans in
light of my findings; building on what was successful and changing what was not,
and refocusing my research. The findings were significant, as their assessment
results improved dramatically. Involving students throughout the assessment
process, from initially setting the criteria right through to self-assessing their
work, improved their grades, reduced student passivity and increased their selfconfidence.
||This is an electronic version of an article published in Alison Hood (2012): Whose responsibility is it? Encouraging student engagement
in the learning process, Music Education Research, DOI:10.1080/14613808.2012.703174. Music Education Research is available online at: http://www.tandfonline.com/doi/pdf/10.1080/14613808.2012.703174.
||action research; self-assessment; group work; student learning; student confidence; deep learning;
||Arts, Celtic Studies & Philosophy > Music
Dr Alison Hood
||29 Aug 2012 15:43
|Journal or Publication Title:
||Music Education Research
||Taylor & Francis
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