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Development of the Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment

2017; SAGE Publishing; Volume: 27; Issue: 1 Linguagem: Inglês

10.1177/1057083717697632

1945-0079

Jason M. Silveira, Julie Beauregard, Tina Bull,

Diverse Music Education Insights

The purpose of this study was to determine what impact an authentic assessment tool (i.e., a processfolio) would have on our music education Master of Arts in Teaching degree program. We conducted a case study at our university with the music education Master of Arts in Teaching student cohort to detail the development and initial implementation of the processfolio as a means of reflection in preservice music teachers. Data included participant observation, individual and collaborative note taking, written artifacts from students and faculty, audio/video recordings, and semistructured interviews. Findings indicated (a) processfolios became a lens through which students focused their growth as reflective teachers; (b) a lack of examples and confusion over specific processfolio requirements was stress inducing; (c) the collaborative nature of working within a peer/faculty cohort was socially, emotionally, and academically valuable; (d) students effectively used the processfolio to demonstrate synthesis of the multiple facets of the graduate music education program.