A Case Study of Applying Portfolio Assessment to Individual One-on-one Oboe Lessons in a University Music Department

• Main Authors: Fu,Wen-Hui, 傅文惠
• Other Authors: Chuang Ming-Jen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/ps22wq

碩士 === 國立臺中教育大學 === 音樂學系碩士班 === 103 === A Case Study of Applying Portfolio Assessment to Individual One-on-one Oboe Lessons in a University Music Department Abstract The purpose of this study was to apply portfolio assessment to a case of individual one-on-one oboe lessons in a university music department. A qualitative approach and single-case design was employed. Four oboe-major students were selected using purposive sampling at the university where the teacher/researcher teaches. The research data included videos of the lessons, assessments (teacher assessments, student self-assessments, and peer assessments), interview transcripts, and oboe practice records. Portfolios were constructed individually by each of the students to document their own individual learning circumstances. The feasibility and usefulness of applying portfolio assessment to individual one-on-one oboe lessons in the university music department were then examined based on the reflections of the teacher/researcher and case students. The conclusions of this study were as follows: 1.Oboe practice records can assist students in conducting their oboe practices in an orderly fashion. 2.The careful observations in assessments can effectively reveal strengths and weaknesses. 3.Holding concerts enables students to improve radically and benefit substantially. 4.Videos of the lessons clearly show students their strengths and weaknesses in oboe playing. 5. The designed interviews provided greater understanding of the students and enabled students to self-reflect and thereby improve. Based on the conclusions of this study, the author made the following recommendations for music teachers and students regarding individual one-on-one music lessons in the future: 1.Teachers should present an example so that students will be able to know what they need to do with the content of their learning portfolios. 2.Lesson videos can be recorded once a month instead, with sound tapes replacing videos in the other lessons. 3.Students should make good use of their practice records by setting goals for each practice and taking the records seriously to impel themselves to improve. 4.Students should consider their assessment results carefully and then clearly understand their strengths and weaknesses to improve their learning. Keywords: portfolio assessment, individual one-on-one oboe lessons in university music departments, music learning assessment, learning reflection