The Electronic Portfolios as an Assessment Tool and as Self-regulation Strategy in the Formation of Professional Musicians
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2018 |
| Descripción: | Music students require self-assessment strategies not only to determine if they have improved, but also to select the most appropriate practice strategies in case there is no improvement in order to overcome the technical-musical challenges. On the other hand, teachers must have valid and reliable assessment instruments that allow them to carry out an objective, realistic and fair evaluation of the student's performance. In this article, the author offers an in-depth literature review of four metacognitive high-level self-assessment strategies and proposes the use of the electronic portfolio from two perspectives: a) as a self-regulation strategy that help students to take greater responsibility for their own learning by monitoring and self-assessing their efforts through the collection of evidence that allows them to reflect and have a more realistic perception of their achievements; and, b) as an instrument that helps teachers to carry out a more comprehensive evaluation of the student's progress. It is hoped that the information provided here will foster a more holistic and effective musical practice and a more comprehensive evaluation. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/25937 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/25937 |
| Access Level: | acceso abierto |
| Palabra clave: | Portafolio electrónico evaluación autoevaluación autorregulación práctica musical electronic portfolio evaluation self-evaluation self-regulation music practice |