The assessment dilemma : Music teacher perspectives on engaging with assessment data

Plastow, Kathleen Brigid

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The assessment dilemma : Music teacher perspectives on engaging with assessment data

Plastow, Kathleen Brigid

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Plastow, Kathleen Brigid

Abstract

This research sets out to ascertain the perspectives of Australian teachers on using data to enhance both the quality of teaching and student learning outcomes in the context of music literacy in classroom music education. The aim of the study is to develop an understanding of classroom teachers’ beliefs and perspectives on using data generated from formative assessment of music literacy. The purpose of conducting the study is multifaceted: (i) To understand how perspectives influence teachers’ use of data to guide the teaching and learning process; (ii) to guide professional learning in relation to assessment and (iii) to build assessment capacity that supports learning with a view to enhancing pedagogy, student outcomes and improving participation rates in post-compulsory music education. Whilst existing research into assessment in music education suggests that teachers engage in idiosyncratic, inconsistent and conflicting practices which encompass assessment for learning but do not ensure enhancement of student learning outcomes, a paucity of research has been conducted into teacher perspectives on using student assessment data in classroom music literacy. Inferential coding and thematic analysis of data from qualitative surveys (N=86) and semi-structured interviews (N=8) with participants from across Australia, identified six main themes. Expressed as a set of assessment dilemmas faced by music educators, these dilemmas highlight factors that inhibit music teachers from fully engaging with formative assessment data that could lead to improved pedagogy and learning outcomes in their classrooms. Recommendations from this study have implications for pre-service training, professional learning, teacher assessment identity formation and teacher assessment literacy, through reframing the dilemmatic assessment space as a place of positive growth. Additionally, recommendations identify addressing the Australian curriculum requirements for music education across primary and the first year of secondary education.