Pedagogical proposal for the peer evaluation in musical execution activities

first actions

Authors

DOI:

https://doi.org/10.35699/2237-5864.2017.2268

Keywords:

Peer evaluation, Design-based research, Musical performance assesment

Abstract

This article presents the first steps of a research conducted by two research groups, one in the area of music and another in the area of education. This is a long-lasting project with deployment and several other subsidiary research projects. The objective of this larger project is, through the approach called Design-Based Research (DBR), to discover what are the characteristics of a system of peer evaluation to generate student learning and teacher satisfaction in music performance disciplines in music undergraduate courses. This article addresses a theoretical foundation, application and general functioning of the DBR and then presents the object of general study that is evaluation in higher courses of music and then the peer evaluation. From this, the article presents the dynamics of the work carried out and the various subprojects being developed and planned for the first phases of the DBR.

Author Biographies

  • Daniel Mill, Universidade Federal de São Carlos (UFSCar), São Carlos, SP, Brasil.

    Professor associado da UFSCar. Docente e Gestor de Educação a Distância. Membro dos Programas de Pós-Graduação em Educação e em Ciência, Tecnologia e Sociedade. Líder do Grupo Horizonte (Grupo de Estudos e Pesquisas sobre Inovação em Educação, Tecnologias e Linguagens), com interesse na interseção das temáticas: trabalho docente, tecnologias, linguagens, cognição, educação a distância, gestão e políticas públicas.

  • Glauber Lúcio Alves Santiago, Universidade Federal de São Carlos (UFSCar), São Carlos, SP, Brasil.

    Professor associado da UFSCar na área da música. Arranjador, compositor e produtor musical. Tem pesquisado sobre educação musical, tecnologias e EaD. É líder do grupo de pesquisa Tecnologias Aplicadas ao Ensino e Aprendizagem Musical. Atualmente também é coordenador da Coordenadoria de Inovações em Tecnologias na Educação da Secretaria Geral de Educação a Distância da UFSCar.

  • José Alessandro Gonçalves Silva, Universidade Federal de São Carlos (UFSCar), São Carlos, SP, Brasil.

    Docente efetivo no Departamento de Artes e Comunicação da UFSCar. Tem experiência na área de Artes, com ênfase em Instrumentação Musical, atuando principalmente nos seguintes temas: performance, clarineta, sax, orquestra, música, educação musical, ensino coletivo de sopros e EaD/UAB/UFSCar. Atualmente é coordenador do Curso Presencial de Licenciatura em Música.

  • Isamara Alves Carvalho, Universidade Federal de São Carlos (UFSCar), São Carlos, SP, Brasil.

    Doutora em Educação pela UFSCar. Professora efetiva no Departamento de Artes e Comunicação da UFSCar, atuando nos cursos de graduação em Música (presencial) e em Educação Musical (a distância), do qual foi coordenadora no período de dezembro de 2011 a dezembro de 2015. Atualmente pesquisa nas áreas de educação musical, ensino de instrumento e uso de recursos tecnológicos musicais.

References

BOUD, D. & Associates. Assessment 2020: seven propositions for assessment reform in higher education. Sydney, Australia: Australian Learning and Teaching Council, 2010.

COHEN, Louis; MANION, Lawrence; MORRISON, Keith. Research methods in education. London: Routledge, 2007. 638 p.

DESIGN-BASED RESEARCH COLLECTIVE. Design-Based Research: an emerging paradigm for educational inquiry. In: Educational Researcher, Washington, v. 32, n. 1, p. 5-8, 2003.

DIEHL, Astor; TATIM, Denise Carvalho. Pesquisa em ciências sociais aplicadas: métodos e técnicas. São Paulo: Prentice Hall, 2004.

HALLAM, Susan. Music psychology in education. London: Bedford Way Papers (Institute of Education, University of London), 2006. 281 p.

HUNTER, D.; RUSS, M. Peer assessment in performance studies. In: British Journal of Music Education, Cambridge, v. 13, n. 1, p. 67-78. 1996.

MASCARENHAS, Sidinei Augusto. Metodologia científica. São Paulo: Pearson Education do Brasil, 2012. 126 p.

MATTA, Alfredo Eurico Rodrigues; SILVA, Francisca de Paula Santos da Silva; BOAVENTURA, Edvaldo Machado. Design-Based Research ou pesquisa de desenvolvimento: metodologia para pesquisa aplicada de inovação em educação do século XXI. In: Revista da FAEEBA – Educação e Contemporaneidade, Salvador, v. 23, n. 42, p. 23-36, jul./dez. 2014.

MCKENNEY, Susan. Computer-based support for science education materials developers in Africa: exploring potentials. Doctoral dissertation. Enschede: University of Twente, 2001. 281 p.

MCNEILL, Patrick; CHAPMAN, Steve. Reserarch methods. London: Routledge, 2005. 214 p.

MCPHERSON, Gary E.; THOMPSON, William F. Assessing music performance: issues and incluences. Research Studies in Music Education, Sydney, n. 10, p. 12-24. jun. 1998.

PLOMP, Tjeerd; NIEVEEN, Nienke (ed.). An introduction to educational design research. Uitgever: SLO, Enschede, 2009. 126 p.

SEARBY, Mike; EWERS, Tim. An evaluation of the use of peer assessment in higher education: a case study in the School of Music, Kingston University. Assessment & Evaluation in Higher Education, v. 22, n. 4, p. 371-383, 1997.

SHAVELSON, R.; TOWNE, L. Scientific research in education. Washington DC: National Academic Press, 2002. 188 p.

TOPPING, Keith. Peer assessment between students in colleges and universities. Review of educational research, v. 68, n. 3, p. 249-276, Fall, 1998.

VALLE, Christopher; ANDRADE, Heidi; PALMA, Maria; HEFFEREN, Joanna. Applications of peer assessment and self-assessment in music. Music Educators Journal, v. 102, n. 4, p. 41-49, jun. 2016.

VAN DEN AKKER, J.; GRAVEMEIJER, K; MCKENNEY, S.; NIEVEEN, N. (ed.). Educational design research. London: Routledge, 2006. 163 p.

ZHUKOV, Katie. Challenging approaches to assessment of instrumental learning. In: LEBLER, Don; CAREY, Gemma; HARRISON, Scott D. (ed.). Assessment in music education: from policy to practice. Springer/Cham/Heidelberg/New York/Dordrecht/London: Springer International Publishing Switzerland, 2015. p. 55-70.

Downloads

Published

2017-12-07

Issue

Vol. 7 No. 2 (2017)

Section

Article

License

Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.

Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.

 

Open access policy:

Revista Docência do Ensino Superior  is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).

How to Cite

Pedagogical proposal for the peer evaluation in musical execution activities: first actions. Revista Docência do Ensino Superior, Belo Horizonte, v. 7, n. 2, p. 219–237, 2017. DOI: 10.35699/2237-5864.2017.2268. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2268. Acesso em: 19 dec. 2024.