Reflecting and Acting on Assessment Feedback in ePortfolios for Early-Years Music Education

• In Event: Developing Perceptions of Teaching Through Portfolios and Metaphors

Abstract

This study focuses on assessment feedback of eportfolios in the context of music education within a university program for early years educators. Beginning with the evidence-based belief that formative assessment, articulated through carefully crafted feedback, can make a strong contribution to student growth, the study sought to explore the nature of the feedback issued, and the extent to which it met its intended target. To this end, written feedback on 65 assessment eportfolios was analysed according to Hattie and Timperley’s (2007) framework and Evans (2013) pragmatic actions. Findings suggest that while the feedback supported student improvement, pointers towards self-regulatory strategies were considered least. However, many of Evans’ pragmatic actions were identified.

Author

• Regina M. Murphy, DCU Institute of Education