Publications
Article | Formative Assessment Practice in Singing Teaching in Secondary School: A Convergent Mixed Methods Study in Macao
Sofia Serra, a researcher at INET-md, is co-author of the article “Formative Assessment Practice in Singing Teaching in Secondary School: A Convergent Mixed Methods Study in Macao”, together with Zixiang Qi (University of Saint Joseph, Macao SAR) and Tchiang Van Man (University of Saint Joseph, Macao SAR), recently published in the journal Research and Advances in Education. Available in open access.
Abstract:
This study explores the implementation of formative assessment in singing teaching by teachers in Macao. We focused on the current implementation (strengths and weaknesses) using convergent mixed methods. Quantitative data (N=57) was collected via questionnaires adapted from Ramsey and Duffy (2016), and qualitative data (N=9) through semi-structured interviews with in-service music instructors in secondary schools. The results suggest: teachers applied all five formative assessment strategies from Thompson and Wiliam’s (2007) framework, though with varying frequencies; teachers prioritized skill and technical accuracy over expressive qualities; performance assessment dominated singing classes, while questioning was more common in other settings; strengths included clarifying learning intentions, success criteria, and providing feedback that promoted student engagement and ownership of learning. Weaknesses were identified, and strategies for improvement are suggested to enhance the effectiveness of formative assessment in Macao’s singing lessons.
Keywords
Formative assessment; Secondary; Singing; Teaching; Mixed methods.
