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Pupils' perceptions of attainment in music at the start of secondary school in England: a descriptive analysis

Kokotsaki, D.

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Abstract

The provision of constructive feedback gives meaning to educational assessment and is an important requirement in every good educational system. In addition to the value of summative and formative judgements about a learner’s progress, when pupils are given opportunities to assess their own work, they can develop a sense of ownership and responsibility towards their work that can help promote a proactive and critical learning attitude. The present study aims to explore the issue of self-assessment in music learning and to contribute to the discussion about the importance of pupils’ involvement in evaluating their musical skills. It particularly looks at pupils’ views on their musical progress during their first year in secondary school (N=530). The findings suggest that equal attention needs to be given to pupils’ development in all areas of musical achievement. Furthermore, pupils’ sense of musical progress seems to be related to their overall enjoyment of music.

Citation

Kokotsaki, D. (2017). Pupils' perceptions of attainment in music at the start of secondary school in England: a descriptive analysis. Journal of Education and Training Studies, 5(5), 120-130. https://doi.org/10.11114/jets.v5i5.2353

Journal Article Type Article
Acceptance Date Apr 8, 2017
Online Publication Date Apr 14, 2017
Publication Date Apr 14, 2017
Deposit Date Apr 11, 2017
Publicly Available Date Apr 19, 2017
Journal Journal of Education and Training Studies
Print ISSN 2324-805X
Electronic ISSN 2324-8068
Publisher RedFame Publishing
Peer Reviewed Peer Reviewed
Volume 5
Issue 5
Pages 120-130
DOI https://doi.org/10.11114/jets.v5i5.2353

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Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license
which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly
cited.







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