| Summary: | 碩士 === 國立新竹教育大學 === 音樂學系碩士班 === 102 === The purpose of this study is to investigate the methods by elementary-school music teachers to implement multiple assessment; their grasp and interpretation of multiple assessment; and the difficulties they encounter in its implementation. The study contrasts difficulties in the levels of support for multiple assessment and in the implementation methods adopted by teachers of diverse backgrounds. After analyzing and investigating the data, it provides schools and teachers with references for improving music education.
The subjects of this study were music-education teachers in elementary schools
in Hsinchu City. The instrument was a questionnaire titled“The implementation status of multiple assessments music education teachers adopted in Hsinchu City”. The samples were 70 music-education teachers. The questionnaires return rate was valid (87.14%; 61copies). Data were analyzed by using statistic methods, including: descriptive statistics, independent sample t-test and one-way ANOVA analysis.
The major findings of the study were :
1. Elementary-school music teachers in Hsinchu City concur on the concept of multiple assessments, understand its significance, and recognize and support its premises.
2. Differences exist among music teachers who majored in different disciplines. This suggests that professional art-education literacy is a significant factor affecting perceptions of multiple assessments in music education.
3. Variables exist in the implementation of multiple assessments by music-education teachers in Hsinchu City :
3.1 The personal responsible for implementing assessments are diverse.
3.2 The rating standards that they use for assessment are diverse.
3.3 The methods used to represent their assessments are diverse.
3.4 The timing and purposes of their assessments are diverse.
3.5 The scope and content of their assessments are diverse.
3.6 Diversity in their assessment methods is common. Teachers are inclined to adopt for methods of assessment: classroom observation, work assessment, oral assessment and written music examination. Others ways are rare.
4. Differences exist between the multiple-assessments methods used by music-education teachers from different disciplines and those who took courses related to multiple assessment.
5. Disruption caused by implementing multiple assessments is a common but not severe experience for music teachers.
The research results of this study provide some suggestions for music-education teachers, educational administrative units and future researchers.
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