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Computer-assisted self-assessment in...

Macri, Julie I.

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Computer-assisted self-assessment in high school instrumental music: An exploratory case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Computer-assisted self-assessment in high school instrumental music: An exploratory case study./
Author:	Macri, Julie I.
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708842
ISBN:	9781321842869

Computer-assisted self-assessment in high school instrumental music: An exploratory case study.
Macri, Julie I.

Computer-assisted self-assessment in high school instrumental music: An exploratory case study. - 179 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2015.

The purpose of this qualitative exploratory case study was to explore perceptions of New Jersey high school instrumental music band students and directors concerning confidence in performance and ability to set goals toward mastery of musical concepts with computer-assisted self-assessment. Stakeholder data were derived from two sources; 23 archival high school band student Practice Surveys administered during the 2012-2013 school year at a northern New Jersey urban high school and telephone interviews with 12 New Jersey high school band directors using SmartMusicRTM. Pattern-matching and time-series analysis were employed using descriptive and analytic coding to categorize data. Exploration of code co-occurrence, code application, weight coding, and descriptor code presence were charted supporting a holistic narrative. Three themes emerged from the analysis. First, stakeholders reported perceptions of positive sentiment regarding performance confidence that increased over time, focusing on the key elements of encouraged feelings, task completion, and observed completion when using computer-assisted self-assessment. Second, stakeholders reported positive perceptions concerning the ability to set goals that sustained over time, noting the productive use of practice tools, planned actions for improvement, and intrinsic motive as key elements for mastery of musical concepts when using computer-assisted self-assessment. Third, demographic consideration for performance experience did identify a perceptual difference between novice and expert student musicians pertaining to performance confidence. Exploration of performance instrument indicated that percussionists expressed frustration and noted lower performance confidence than other instrumentalists. Conclusions and recommendations for future research are discussed.

ISBN: 9781321842869Subjects--Topical Terms:

2122779
Secondary education.

Computer-assisted self-assessment in high school instrumental music: An exploratory case study.
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245 1 0 $a Computer-assisted self-assessment in high school instrumental music: An exploratory case study.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Elizabeth Thompson.
502 $a Thesis (Ed.D.)--University of Phoenix, 2015.
520 $a The purpose of this qualitative exploratory case study was to explore perceptions of New Jersey high school instrumental music band students and directors concerning confidence in performance and ability to set goals toward mastery of musical concepts with computer-assisted self-assessment. Stakeholder data were derived from two sources; 23 archival high school band student Practice Surveys administered during the 2012-2013 school year at a northern New Jersey urban high school and telephone interviews with 12 New Jersey high school band directors using SmartMusicRTM. Pattern-matching and time-series analysis were employed using descriptive and analytic coding to categorize data. Exploration of code co-occurrence, code application, weight coding, and descriptor code presence were charted supporting a holistic narrative. Three themes emerged from the analysis. First, stakeholders reported perceptions of positive sentiment regarding performance confidence that increased over time, focusing on the key elements of encouraged feelings, task completion, and observed completion when using computer-assisted self-assessment. Second, stakeholders reported positive perceptions concerning the ability to set goals that sustained over time, noting the productive use of practice tools, planned actions for improvement, and intrinsic motive as key elements for mastery of musical concepts when using computer-assisted self-assessment. Third, demographic consideration for performance experience did identify a perceptual difference between novice and expert student musicians pertaining to performance confidence. Exploration of performance instrument indicated that percussionists expressed frustration and noted lower performance confidence than other instrumentalists. Conclusions and recommendations for future research are discussed.
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