Evaluación en educación musical en la educación básica: una reflexión desde la percepción del profesorado

TY - JOUR

T1 - Evaluación en educación musical en la educación básica

T2 - una reflexión desde la percepción del profesorado

AU - Vargas, David Whidden Magnitzky

AU - Ortega, Andrea Bernardita Sepúlveda

PY - 2017/1/1

Y1 - 2017/1/1

N2 - By virtue of the historical evolution on music education in Chile, in the framework of the three curricular reforms belonging to the years 1965, 1981, 1996 and 1998 it is possible to notice changes in the experience of the subjects structure according to the social process and educational needs of the referred epoch. However, to date it is still the problematic the discussion about the conceptualization of evaluation and how it should be applied in practical terms. In this context, currently the theoretical contribution of prominent academics, as: Pujol, Santos Guerra, Poblete and Fautley, as the guidelines of the Education Ministry, through their Study Programs from first to eight grade at school. This last institution provides suggestions and approaches that tend to identify same of some aspects that can be identify and enhanced in students stablishing in our country a guideline about What should be evaluate? How to evaluate? and What for evaluate? For some teachers, there still are confusions about the process of evaluation. In this context, this research it will be oriented, it is fundamental to understand from a constructive perspective the teacheŕs perception about the evaluation as a concept, the impact of the evaluation that they recognize on their students and the decisions they consider to improve their process teach-learn through the information retrieved from evaluations. From the study, it has been done, it is possible to observe perceptions that respond to cognitive, affective and behaviourial that offer an interesting reflection to be able to found in the following pages.

AB - By virtue of the historical evolution on music education in Chile, in the framework of the three curricular reforms belonging to the years 1965, 1981, 1996 and 1998 it is possible to notice changes in the experience of the subjects structure according to the social process and educational needs of the referred epoch. However, to date it is still the problematic the discussion about the conceptualization of evaluation and how it should be applied in practical terms. In this context, currently the theoretical contribution of prominent academics, as: Pujol, Santos Guerra, Poblete and Fautley, as the guidelines of the Education Ministry, through their Study Programs from first to eight grade at school. This last institution provides suggestions and approaches that tend to identify same of some aspects that can be identify and enhanced in students stablishing in our country a guideline about What should be evaluate? How to evaluate? and What for evaluate? For some teachers, there still are confusions about the process of evaluation. In this context, this research it will be oriented, it is fundamental to understand from a constructive perspective the teacheŕs perception about the evaluation as a concept, the impact of the evaluation that they recognize on their students and the decisions they consider to improve their process teach-learn through the information retrieved from evaluations. From the study, it has been done, it is possible to observe perceptions that respond to cognitive, affective and behaviourial that offer an interesting reflection to be able to found in the following pages.

KW - Evaluating agents

KW - Evaluation

KW - Impact of the evaluation

KW - Perception

KW - Significance of evaluation

UR - http://www.scopus.com/inward/record.url?scp=85039707823&partnerID=8YFLogxK

U2 - 10.5209/RECIEM.54849

DO - 10.5209/RECIEM.54849

M3 - Article

AN - SCOPUS:85039707823

VL - 14

SP - 239

EP - 265

JO - Revista Electronica Complutense de Investigacion Musical

JF - Revista Electronica Complutense de Investigacion Musical

SN - 1698-7454

ER -