Formative Assessment Practice in Singing Teaching in Secondary School: A Convergent Mixed Methods Study in Macao

Abstract

This study is an exploration of the implementation of formative assessment in singing teaching by teachers in Macao. We applied convergent mixed methods, and the research questions focused on the current implementation of formative assessment (strengths and weaknesses). Quantitative data (N=57) was collected through questionnaires adapted from Ramsey and Duffy (2016), and qualitative data (N=9) was collected through semi-structured interviews. Both types of data were collected from in-service local music instructors who teach music in secondary schools. Subsequently, both sets of data were compared side-by-side through a matrix to address the research questions. The results suggest that: a) teachers applied all five strategies of formative assessment from Thompson and Wiliam’s (2007) framework, albeit with varying frequencies; b) teachers prioritized skill targets and technical accuracy over expressive qualities; c) performance assessment dominated singing classes, while questioning was more common in other settings; d) the strengths of formative assessment implementation could be found in the clarification of learning intentions and criteria for success, and also in feedback that propelled learners forward, eliciting the learning evidence, and mobilizing students as the owners of their own learning as well as that of their peers’. Weaknesses in practice were identified, and several strategies are suggested for further improvement. Applying such strategies could increase formative assessment’s effectiveness in singing lessons in Macao.