Establishing a metacognitive model for instrumental music assessment

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dc.contributor.authorGriffioen, Keith Anthony
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorSlomp, David H.
dc.date.accessioned2016-06-17T01:25:10Z
dc.date.available2016-06-17T01:25:10Z
dc.date.issued2016
dc.degree.levelMastersen_US
dc.description.abstractTraditional instrumental music assessment models may often contain the inclusion of grades that are based upon non-musical criteria. This type of grading leads to difficulties in assessment validity, reliability and fairness, and do not lead to an increase in metacognitive abilities that develop students’ technique and musicianship. A metacognitive assessment model that is based upon assessments for, as, and of learning is needed as metacognitive musical learning potentially aids students in developing the skills necessary to become independent musicians who can identify and address challenges in their own performance. Through the use of feedback, reflection and goal setting, modeling and self-assessment, teacher instructed strategies, a consideration of students’ bio-ecology, and a consistent focus upon the constructs that need to be assessed, assessment tools have been designed to help develop student metacognition and foster greater independence, musicianship, and skill in instrumental music students.en_US
dc.identifier.urihttps://hdl.handle.net/10133/4523
dc.language.isoen_CAen_US
dc.publisherLethbridge, Alta : University of Lethbridge, Faculty of Educationen_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en_US
dc.subjectinstrumental music assessment modelen_US
dc.subjectstudent portfoliosen_US
dc.subjectqualitative music developmenten_US
dc.subjectschool band programsen_US
dc.subjectself-regulated learningen_US
dc.subjectmusical practiceen_US
dc.titleEstablishing a metacognitive model for instrumental music assessmenten_US
dc.typeProjecten_US
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