A Model of Formative Assessment in Music Education

Abstract

Qualitative research has provided insight into how students experience and perceive the learning process in music. A model of learning, teaching, assessment and evaluation has been researched and reconstructed together with students. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed. Findings of the study in which students were given instruction with an emphasis on the development of metacognitive strategies or developing proactive and self-regulatory attitudes to learning, evaluation and assessment, broaden understanding of how to integrate assessment and evaluation into the learning process, and monitor all processes of music learning.

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