Publication:
Analysis of the Assessment of Vocal Performance Samples of Students of Acting from a Social Behavioral Perspective

Simple item page
dc.contributor.authorFernandez-Fresard, Gala
dc.contributor.authorFlores Prado, Luis
dc.contributor.authorDuarte, Maria
dc.contributor.authorMuñoz Reyes, José Antonio
dc.contributor.authorPolo Rodrigo, Pablo
dc.date.accessioned2025-01-28T20:35:02Z
dc.date.available2025-01-28T20:35:02Z
dc.date.issued2024
dc.description.abstractThe present study proposes an innovative analysis of the assessment of vocal performance samples (VPSs) from a social–behavioral perspective. The study’s main purpose was to analyze the cooperative tendency of teacher–student interaction to estimate the impact of cooperation on the formative nature of VPSs’ assessment experience. The latter was held in two different contexts based on the teachers’ perception: as an evaluator and as a spectator. The formative nature was judged through the students’ learning achievement and measured by their grades and their perceptual valuing of the assessment results provided by the teachers. The experiment was conducted at a Chilean university with twenty-two teachers and fourteen students of acting. The results indicate that no significant differences were observed in the control group (students assessed under the traditional system) between teachers who did not exhibit cooperative tendencies and those who did. However, in the experimental group (students assessed using a social–behavioral perspective system), teachers who did not exhibit cooperative tendencies were valued significantly lower than those who did. It was concluded that the presence of cooperative components in the teacher–student interaction contributes to determining the formative nature of the assessment experience in terms of how the students perceive it. The following is true as long as the structure of this experience promotes a collaborative interaction between teachers and students. This type of formative assessment can improve the assessment experience by fostering a teacher–student interaction that allows the co-construction of the theatrical phenomenon, which could potentially positively impact students’ vocal expressiveness.
dc.description.versionVersión publicada
dc.format.extent19 p.
dc.identifier.citationThe International Journal of Assessment and Evaluation ISSN: 2327-7920 (Print), ISSN: 2327-8692 (Online) Volume 31, Issue 2, 2024 https://doi.org/10.18848/2327-7920/CGP/v31i02/1-19
dc.identifier.doihttps://doi.org/10.18848/2327-7920/CGP/v31i02/1-19
dc.identifier.urihttps://hdl.handle.net/11447/9728
dc.language.isoen
dc.subjectTheater
dc.subjectVocal Performance
dc.subjectFormative Assessment
dc.subjectCooperation
dc.subjectEducation
dc.titleAnalysis of the Assessment of Vocal Performance Samples of Students of Acting from a Social Behavioral Perspective
dc.typeArticle
dcterms.accessRightsAcceso abierto
dcterms.sourceThe International Journal of Assessment and Evaluation
dspace.entity.typePublication
relation.isAuthorOfPublicationf83125ff-276b-4faa-99b5-4edfacb6db8a
relation.isAuthorOfPublication85801abe-e80d-4974-abea-b71332a44100
relation.isAuthorOfPublication.latestForDiscoveryf83125ff-276b-4faa-99b5-4edfacb6db8a

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
watermarked_analysis-of-the-assessment-of-vocal-performance-samples-of-students-of-acting-from-a-social-behavioral-perspective_apr-16-2024-15-48-41.pdf
Size:
344.03 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
347 B
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Artículos Gobierno

Implementado por OpenGeek Services