A case study of elementary music teachers developing teaching portfolios for assessing students’ music learning

• Main Authors: Pei-Hsuan, Huang, 黃珮瑄
• Other Authors: Ming-Jen,Chuang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/93582944917405878022

碩士 === 國立臺北教育大學 === 音樂教育學系碩士班 === 95 === The purpose of this study was to describe the experiences of elementary music teachers developing teaching portfolios for assessing students’ music learning and investigate what contents in music teachers’ teaching portfolios, the ways music teachers develop and use teaching portfolios as well as their attitude toward on developing teaching portfolios for assessing students’ music learning. This study is a qualitative study, multiple-case design. Two elementary music teachers in Taichung City were purposefully invited to participate in this study. They were asked to develop their teaching portfolios for assessing students’ music learning one semester. The methods of this study included semi-structured interviews, participation observation and document analysis. Data collected of this study included interview transcripts, teaching video taps, teaching portfolios for assessing students’ music learning and field notes written by the researcher. An NVivo software was utilized to analyze data. It can be concluded as follows： 1.Teaching portfolios for assessing students’ music learning contain multiple contents. 2.Teaching portfolios for assessing students’ music learning should be ongoing. It will be able to provide teachers with opportunity for their reflection. 3.Teaching portfolios for assessing students’ music learning can help music teachers consider the use of multiple-assessment into their practice. 4.Teaching portfolios for assessing students’ music learning have multiple functions. 5.Integrating「PRACTICE」theory can enhance the function of teaching portfolios for assessing students’ music learning. Based on the above findings, several recommendations were given for music teachers, future researchers and education administration in this study. Key word：teaching portfolios, assessment for music learning, elementary music instruction.