Document Type
Article
Publication Date
2016
DOI
10.1177/0027432116644652
Abstract
Feedback is crucial to students’ growth as musicians. Fortunately, the teacher is not the sole source of feedback in the music classroom. Under the right conditions, students can provide actionable feedback to themselves and each other. This article showcases the work of three elementary music specialists who have innovatively incorporated formative peer assessment and self-assessment in their music lessons to promote student learning and self-direction.
Recommended Citation
Valle, Christopher; Andrade, Heidi; Palma, Maria; and Hefferen, Joanna, "Applications of Peer Assessment and Self-Assessment in Music" (2016). Educational & Counseling Psychology Faculty Scholarship. 11.
https://scholarsarchive.library.albany.edu/edpsych_fac_scholar/11
Terms of Use
This article is made available under the Scholars Archive Terms of Use.
Comments
Publisher Acknowledgment:
This is the Author's Accepted Manuscript of a peer reviewed paper. The version of record appears here: Valle, C., Andrade. H., Palma, M., Hefferen, J. (2016). Applications of Peer Assessment and Self-Assessment in Music. Music Educators Journal, 102 (4), 41-49. doi: 10.1177/0027432116644652