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|Title:||Assessment Practice in Year 10 Elective Music in New South Wales Secondary Schoolse|
|Publisher:||University of Sydney.|
Conservatorium of Music (Music Education)
|Abstract:||This research project investigates and analyses the implementation of the New South Wales Music Years 7 – 10 Syllabus assessment requirements in three specifically selected schools. At present, no research focusing on classroom approaches to developing and implementing a school-based assessment program has been undertaken in Music in Stage 5 (Year 10) in NSW classrooms. Therefore, this research project will add to the international body of knowledge regarding school- based music assessment. The research project focuses on Year 10 in the NSW Curriculum. Research has shown that this is a time when some students have seemingly disengaged from learning, studying and achieving. This research found that in music, students involved in the project are actively engaged at most levels of music learning. The research aimed to provide an opportunity for teachers to consider their assessment practice, the value of feedback to students after tasks are completed and ways in which they prepare their students for each task or topic. For students, it is hoped that they would reflect on their assessment preparation, its value in their learning and the value of teacher feedback in this process. The data has been collected in the natural setting of the selected schools where the researcher interviewed the teachers and students and observed their behaviour within their natural context (Creswell, 2009). This ethnographic method has advantages because of the capacity to provide a picture of the environment being studied. As the study has taken place over three school terms, it has a longitudinal perspective. The research provides a comprehensive picture of assessment in the Year 10 music classroom through the comparison of experiences within the three schools. It demonstrates the variety that exists in the planning and delivery of assessment tasks, the variety of resources utilised between schools and the different levels of feedback given after tasks. It also points to the inequity that currently exists in the awarding of a School Certificate grade from school to school in a subject such as music which relies on internal assessment.|
|Rights and Permissions:||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.|
|Type of Work:||Masters Thesis|
|Type of Publication:||Master of Music (Music Education) M.Mus.(Mus.Ed.)|
|Appears in Collections:||Sydney Digital Theses (Open Access)|
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