The Effects of Formative Assessment on the Teaching Practices of String Instrument Instructors
Keywords:
formative assessment, instrumental teaching, constructivism, teaching innovation, bowed string instrumentsAbstract
This study approaches instrumental teaching from the perspective of formative assessment. Based on this analysis, it proposes the integration of formative assessment among students and teachers of violin, viola, and cello at both school and university levels within the Department of Music at the University of La Serena. The main objective is to describe the effects of implementing this type of assessment on the pedagogical practices of string instrument instructors in those contexts. A qualitative methodology is adopted through a multiple case study design, analyzing both teachers’ perceptions and students’ performances throughout video recordings. The results show that adopting this assessment approach enables a more effective regulation of teaching strategies and methodologies. Furthermore, this practice is based in a constructivist approach in class development, contributing to go beyond the traditional master-apprentice model. In this way, teachers transform their traditional roles, becoming facilitators of knowledge in the instrumental classroom.
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