Music Assessment Techniques for Evaluating the Students’ Musical Learning and Performance in the Philippine K-12 Basic Education Curriculum
(1) Philippine Normal University
(2) Philippine Normal University
(3) Philippine Normal University
Abstract
The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners’ knowledge, understanding, and skills are transferred effectively in future contexts.
Keywords
Full Text:
PDFReferences
Adams, T. E., Ellis, C., & Jones, S. H. (2017). Autoethnography. The international encyclopedia of communication research methods, 1-11.
Allela, M. A., Ogane, B. O., Junaid, M. I., & Charles, P. B. (2020). Effectiveness of multimodal microlearning for in-service teacher training. Journal of Learning for Development, 7(3), 384-398.
Aburayya, A., Marzouqi, A. Al, Ayadeh, I. Al, Albqaeen, A., & Mubarak, S. (2020). Evolving a hybrid appointment system for patient scheduling in primary healthcare centres in Dubai: Perceptions of patients and healthcare provider. International Journal on Emerging Technologies, 11(2), 251-260.
Angelo, T. A., & Cross, P. P. (1993). Classroom assessment techniques: a handbook for college teacher (2nd ed). Jossey-Bass, San Francisco.
Atabug, A. C. (1975). A philosophical basis for music in teacher education. The Philippine Society for Music Education Retrospect (Philippine Society for Music Education), Manila, Philippines.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Chastain, H. (1988). Developing second language skills. HBJ, Publishers.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed). SAGE Publications, Inc.
Commission on Higher Education (2012). Policy-standard to enhance quality assurance (QA) in Philippine higher education through an outcomes-based and typology-based QA. Commission on Higher Education, Quezon City, Philippines.
Department of Education (2016). K to 12 music curriculum guide (grade 1 to grade 10). Department of Education, Pasig City.
Department of Education (2015). Policy guidelines on classroom assessment for the K to 12 basic education program. Department of Education, Pasig City.
Department of Education (2003). Assessment and evaluation of learning and reporting of students progress in public elementary and secondary schools. Department of Education, Pasig City.
Department of Education (2002). Guidelines on the assessment and rating of learning outcomes under the K to 12 basic education curriculum. Department of Education, Pasig City.
Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek: AltaMira Press.
Francis Xavier Engineering College (2017) . Teaching & learning process. Francis Xavier Engineering College, Tamil Nadu India.
Genesee, G., & Upshur, J. (1996). Classroom-based evaluation in second language education. Cambridge University Press.
Greive, D. (2003). A handbook for adjunct/part-time faculty and teachers of adults (5th Ed). The Adjunct Advocate, Ann Arbor.
Hamlin, P. (2017). Music assessment strategies. The Music Educator Blog, SmartMusic, Boulder, CO, USA.
Leahy, S., Lyon, C., Thompson, M., & William, D. (2005). Classroom assessment: Minute by minute, day by day. Assessment, 63(3).
Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment in teaching. Prentice-Hall, Upper Saddle River, New Jersey, Inc.
Maréchal, G. (2010). Autoethnography. In Albert J. Mills, Gabrielle Durepos & Elden Wiebe (Eds.), Encyclopedia of case study research (Vol. 2, pp. 43-45). Thousand Oaks, CA: Sage Publications.
Miller, M. (2016). A teacher’s guide to classroom assessment techniques. Journal on Best Teaching Practices, 16-19.
Murray, M. C. (2006). Communicating explanatory synthesis. Perspectives: Teaching Legal Research and Writing, 14(3), 136-138.
Ng, S. F. E., & Ng, C. H. (2021). Reports from the field: Secondary school in Hong Kong integrating the spirit of humanities into STEAM education. Journal of Learning for Development, 8(2), 456-464.
Rosas, R. V. (2010). The effect of creative arts on the self-expression of the elementary pupils of Holy Trinity Academy. Philippine Normal University, Manila.
Sambhram Institute of Technology (2017). Teaching-learning process. Sambhram Institute of Technology, Jalahalli East, Bangalore, India.
Santos, R. DG. (2007). Assessment of learning 1. Lolimar Publishing, Inc., Quezon City, Philippines.
Sappe, S. (2020). Differences in knowledge science in Islamic education philosophy perspective. International Journal of Asian Education, 1(1), 1-8.
Stanley, T. D. (2001). Wheat from chaff: Meta-analysis as quantitative literature review. Journal of Economic Perspectives, 15(3), 131-150.
Strickland, D. S. , & Morrow, L. M. (1989). Assessment and early literacy. The Reading Teacher, 42(8), 634-635.
Stronge, J. H. (2010). Evaluating what good teachers do. Eye On Education, Inc., New York.
Subong, Jr. P. E. (2005). Statistics for research. Manila: Rex Book Store, Inc.
Tabuena, A. C., Bravo, C. D. S., Dimalanta, F. D. R., Jusay, K. A. P., & Vitug, M. Y. (2022). Inclination state on the Philippine culture and arts using the appraisal theory: Factors of progress and deterioration. Participatory Educational Research, 9(1), 388-403.
Tabuena, A. C., & Morales, G. S. (2021). Illustrative multiple choice test items on the taxonomy of cognitive objectives in assessing and evaluating musical learning. Language Teaching and Educational Research, 4(1), 59-75.
Tabuena, A. C., Hilario, Y. M. C., & Buenaflor, M. P. (2021). Overview and exemplar components of the research methodology on the research writing process for senior high school students. International Journal of Trend in Scientific Research and Development, 5(3), 117-126.
Tabuena, A. C. (2021a). Carabo-Cone, Dalcroze, Kodály, and Orff Schulwerk methods: An explanatory synthesis of teaching strategies in music education. International Journal of Asian Education, 2(1), 9-16.
Tabuena, A. C. (2021b). A pre-experimental research on the implementation of selected classroom assessment techniques for music, arts, physical education, and health. International Journal of Multidisciplinary: Applied Business and Education Research, 2(2), 163-171.
Tabuena, A. C. (2021c). The effect of research-based music classroom assessment techniques on the students’ performance in flute recorder education. Universal Journal of Educational Research, 9(1), 145-153.
Tabuena, A. C. (2020). A literature review on the construction of a teacher-made assessment tool in music listening response competency for junior high school K to 12 music curriculum. The International Journal of Humanities & Social Studies, 8(4), 157-163.
Tabuena, A. C. (2019). Effectiveness of classroom assessment techniques in improving performance of students in music and piano. Global Researchers Journal, 6(1), 68-78.
Tanyanyiwa, V. I., & Madobi, R. (2021). Challenges to the effective teaching and learning of geography and environmental studiesthrough ODeL at the Zimbabwe Open University. Journal of Learning for Development, 8(2), 364-382.
Vygotsky, S. L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge.
Zeng, J., Pang, X., Zhang, L., Medina, A., & Rozelle, S. (2014). Gender inequality in education in China: A meta-regression analysis. Contemporary Economic Policy, 32(2), 474-491.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.