| Abstract [eng] |
Master's thesis discusses the expression of students‘ progress and achievement evaluation in 5th-8th grades of music education, the empirical research has been carried out. The aim of the Master's thesis is to reveal the attitude of music educators towards the expression of students' progress and achievement in 5th–8th grade music education. The following tasks have been set to achieve the goal of the work: to analyse the concept of artistic / musical education of 5th–8th grades in general education programs; to review the characteristics of the age range of 5th-8th grade students; to discuss the concept of students‘ assessment in the Lithuanian education system; to reveal the influence of assessment of musical education on the motivation of adolescent learning; to investigate the attitude of music educators towards the expression of students' progress and achievement in 5–8 grade music education. After analysing the scientific, methodical literature and documents of the education system and the questionnaire survey being carried out, the following conclusions were received: 1) general education programs (2008) are designed to achieve the set of educational goals and outcomes. They ensure the maturity and learning of the human personality as an active construction of experience. The content of the programs is relatively divided into areas of education, one of them is the artistic education, and music is one of the subjects of the artistic education. The aim of the music subject is to give each student the basis of cultural awareness and musical competence, to develop an emotional and creative personality that wants and is able to enrich their personal life. The content of music education consists of the core areas of activity: musical expression; listening, characterising and evaluating music; knowledge of music in a social cultural environment; 2) The age of adolescence is the period of the development of children aged 11–12 to 15–16 years old, corresponding to the age of the students in grades 5th–9th of general education. Adolescence is often referred to as a critical age, full of extremes, confusion, and great ambitions. Scientific studies say that a modern teenager is experiencing a difficult period in which his identity develops. Social norms are changing rapidly, technology is improving, so a teenager may stop trusting people whose attitudes and beliefs seem outdated. The society offers two ways to make it easier for a teenager to find his or her identity: either to give him the values and customs that are tested by the time and the experience of the people, or the authorities must make it possible for the young person to make the final decision himself; 3) Assessment in Musical Education is a multi-dimensional activity that requires a consistent reflection, planning and a lot of individual creation by the teacher. Assessment methodologies aim to ensure the coherence of the teaching and assessment process. In the educational process, not only formal assessment should take place, but also informal, which is based on observation, consideration, discussion, but not as a tool for motivating students to achieve good results. The latter forms a negative purpose: studying for the result, not for learning. General Curriculum (2008) provides generalized assessment descriptors, but how to accurately assess one or another area of education is determined by each educational institution individually by preparing a description of pupils' progress and achievement, which is confirmed by the Headmaster of the school; 4) During adolescence, students tend to compare themselves to others, especially those who are better at learning, and if any area fails, they are disappointed and no longer try thinking they will fail. For this reason, motivation during adolescence is very important because it encourages faith in success, activity, willingness to learn, aspiration to increase self-esteem; 5) The results of the empirical study showed that the assessment process in musical education is important to the teachers as well as to the students. It is especially important to motivate pupils to learn not only for (self)–assessment but also by other means (written and oral honours, Certificates of Appreciation, etc.). The best way to evaluate for the teachers is a mark system as it increases the responsibility of the children to learn music, and the credit system assessment in the classroom encourages pupils to have a more careless approach to music lessons, as the credits guarantee that they will still receive a positive assessment for the minimum work done. Summarising the answers to the open question, it can be concluded that pedagogues have the most appropriate mixed assessment method, which can be (self)– assessed and graded, taking into account the individual abilities of each student. The study was aimed to identify and highlight socio-demographic factors that influence teachers' attitudes towards the assessment process. The statistically significant features identified showed the major differences between young and older educators, male and female educators, and revealed different views of teachers on the assessment and its process. |
