| Abstract [eng] |
The Master thesis discusses the assessment of progress and achievements in the 5th-8th form music lessons of general education schools by conducting an empirical (quantitative) research. The purpose of the Master thesis is to investigate pupil attitudes towards the assessment of progress and achievements in middle school music classes at general education schools. The research object is the assessment of progress and achievements in the 5th-8th form music lessons of general education schools. The analysis of the education system documents, scientific and methodological literature and the empirical research have led to the following conclusions: 1) in the current context of education, assessment is associated with assistance to the pupil in discovering his or her strengths and weaknesses, their improvement, development of competencies, improvement of the quality of learning and education; 2) the main agreements and recommendations on how the field of art education should be assessed are presented in the general art education curricula in preprimary, preschool, basic and secondary education (2022); 3) middle school pupils find themselves in a transitional developmental stage from childhood to adolescence. At this stage of development, pupils are characterized by mood swings, increased experience of problematic situations, rebelliousness, reluctance to interact with peers, and loss of learning motivation. Due to heightened sensitivity, criticism or encouragement imparted by a teacher can have a considerable impact on further learning success or failure; 4) the analysis of the research results revealed that pupils’ knowledge in the music lesson was usually assessed by a mark and pupils had a favourable attitude towards this method of assessment. A high proportion of pupils take a responsible approach to the music education process and are interested in striving for a good mark. However, the research data also revealed that the mark was more important to pupils’ parents than to pupils themselves. The research analysis resulted in statistically significant differences between some demographic variables: pupils who had higher levels of academic performance felt better at school too; girls felt more disappointed than boys when they got a bad mark; 5th form pupils were more interested in music because they liked it, not because of the mark, while 7th form pupils participated more joyfully in the music lesson compared with the pupils of other forms. Key words: Music lesson, Assessment of Progress and Achievements, Pupil attitudes. |
