Nurturing student creativity through assessment for learning in music classrooms

Benjamin Bolden, Christopher DeLuca
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引用次数: 5

Abstract

This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria, (b) encouraging creative processes, (c) optimizing the classroom context, and (d) activating self-assessment. Results include detailed descriptions of strategies that educators can employ to leverage formative assessment to nurture student creativity within and beyond music education contexts.
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通过音乐课堂的学习评估,培养学生的创造力
本文报告了一项研究,该研究确定并分析了六位加拿大音乐教育家为支持和发展学生创造力而采用的学习策略的评估。研究结果包括对创造力培养实践的描述,这些实践分为四类:(a)制定评估标准,(b)鼓励创造性过程,(c)优化课堂环境,(d)激活自我评估。结果包括教育工作者可以采用的策略的详细描述,以利用形成性评估来培养学生在音乐教育背景内外的创造力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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