Applying a constructivist approach to the assessment of compositions in a secondary technology-based music classroom
The purpose of this case study was to explore the perspectives and reflections of students and an educator who engaged in the assessment techniques of versioning and critique in a high school classroom employing Technology-Based Music Instruction (TBMI). The use of versioning (whereby students saved...
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| Language: | en_US |
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2018
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| Online Access: | https://hdl.handle.net/2144/27531 |