Abstract
Music teachers in Swedish compulsory schools spend much of their time with work concerning assessment and grading. In this study, five music teachers have been interviewed with the purpose of finding out how they construct their assessment and grading practices by inquiring into by what circumstances their practices are affected. The study’s theoretical foundation lies within social constructionism, teachers’ visions and subject positioning are used as operationalised theoretical concepts, and concepts from assessment theory make up the subject specific theory. The results show the participants’ practices being affected by several external circumstances. Nevertheless, there are multiple available subject positions for music teachers within their assessment practice.
Translated title of the contribution | Music Teachers’ Work with Assessment and Grading: External and Personal Circumstances That Are Affecting Practices and Possible Subject Positions |
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Original language | Swedish |
Article number | 3 |
Pages (from-to) | 51-74 |
Number of pages | 24 |
Journal | Nordic Research in Music Education |
Volume | 3 |
DOIs | |
Publication status | Published - 2022 Nov 21 |
Subject classification (UKÄ)
- Pedagogy
Free keywords
- music education
- assessment
- grading
- compulsory school
- practice-based research
- social constructionism
- thematic analysis
- teachers' visions