ABSTRACT

The purpose of this study is to explore the achievement standards for elementary school music performance assessment to derive problems from analysis results, and thus to find out improvement measures. To that end, 112 schools or 20% were randomly sampled from among public elementary schools in Seoul so as to collect 448 copies of performance assesment plans for the first and second semesters of 3rd and 4th grades. 1,528 achievement standards, revealing the following conclusion. First, the music subject assessment in elementary schools continued to exclude ‘appreciation of Korean music value’, ‘making creative music’, ‘understanding of musical elements and concept’ and ‘creative activity’ among the seven categories of assessment stipulated under the curriculum. Second, the school-level achievement standards stipulated in the school performance assessment standards were found to have remarkably revised, modified, and specified the national-level achievement standards rather than reflecting the standards as they were. In this connection, if one of the national-level achievement standards is partially reduced, and is used in assessing one area once per semester, the assessment would be one-sided. Third, in many cases, the achievement standards and achievement levels specified for the life category were found to be unfit to the characteristics of the category. The assessment of the life category should focus not on musical capabilities and functions, but on the attitude about music, the degree of internalization of music, and the degree of enjoying and utilizing music. There is a need to examine whether or not the performance assessment in place in the field has been routinely practiced and standardized, thus creating yet another side effects without embodying the purpose of performance assessment.

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