音楽科におけるパフォーマンス評価に関する一考察 : 「真正の評価」論に焦点をあてて

抄録

The purpose of this study is to clarify the significance of performance assessment as "authentic assessment" of music education in schools. This study clarifies the features of the "authentic assessment" theory. "Authentic assessment" theory is aimed at assessing "understanding," which means the ability to appropriately apply the knowledge and skills. The authentic performance task is used to assess this ability. The task involves: (1) application of knowledge and skills to the authentic (real) context, (2) amalgamation of the teacher's formative assessment and the child's self-assessment by practicing the task, and (3) use of the rubrics for reliability of assessment. This study also, analyzes the authentic performance task for elementary school music in Washington State on the basis of the above three points of the "authentic assessment" theory to clarify the significance of performance assessment as "authentic assessment" in school music. The "authenticity" of the assessment task helps children to independently participate as a musician in the assessment task, to understand the actual meaning of musical knowledge and skills, and to apply the knowledge and skills in the context replicating the musician's challenges. Through a combination of the teacher's formative assessment and the child's self-assessment, children are informed about the teacher's criteria of assessment and required feedback is given to feedback. Thus, children's practice will be similar to real musician's practice, and children will be able to improve their musical performance themselves. With the use of rubrics as a tool for scoring work, teachers are able to ensure the reliability of assessment of the musical work, musical performance, and musical expression. However, performance assessment as "authentic assessment" in music as such does not always lead to a higher-quality of musical performance. Thus, it is the important to keep in mind the quality of musical performance while practicing this assessment.