{"title":"智利的小学教师如何进行音乐评估?教授的经历和部长指导方针的异同","authors":"Andrea Sepúlveda-Ortega, David Magnitzky-Vargas","doi":"10.1017/S0265051722000109","DOIUrl":null,"url":null,"abstract":"Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines\",\"authors\":\"Andrea Sepúlveda-Ortega, David Magnitzky-Vargas\",\"doi\":\"10.1017/S0265051722000109\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.\",\"PeriodicalId\":54192,\"journal\":{\"name\":\"British Journal of Music Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2022-05-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Music Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1017/S0265051722000109\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1017/S0265051722000109","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines
Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.