Exploring Effectiveness of Formative Assessment for Music Students in China

DOI

10.2991/assehr.k.211011.013How to use a DOI?

Keywords

Formative assessment, summative assessment, music assessment

Abstract

In China, teachers are continually involved in the implementation of learning assessment policy, an implication of how they perceive the necessity of the purposes and functions of assessment. This qualitative study paper explores the effectiveness of formative assessment of music students in China. The paper begins by providing an overview of formative assessment of music, describing the nature and purpose of formative assessment. It also examines what do Chinese people value in music and what can be assessed, where affective, psychomotor, and cognitive areas of musical intelligence are identified. These are regarded as ideas that assessment develops the positive personal qualities and learning capabilities of learners to a more negatively perceived duty of assessment for learning management and inspection. This allows for better insights into the glitches policymakers may experience while trying to thwart the negative consequences linked with high-stakes examination systems in China.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zijun Deng
PY  - 2021
DA  - 2021/10/12
TI  - Exploring Effectiveness of Formative Assessment for Music Students in China
BT  - Proceedings of the 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）
PB  - Atlantis Press
SP  - 68
EP  - 73
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211011.013
DO  - 10.2991/assehr.k.211011.013
ID  - Deng2021
ER  -