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

Simple item page
dc.catalogadorgjm
dc.contributor.authorFernández Frésard, Gala
dc.contributor.authorFlores Prado, Luis
dc.contributor.authorDuarte Loveluck, María Verónica
dc.contributor.authorMuñoz Reyes, José Antonio
dc.contributor.authorPolo, Pablo
dc.date.accessioned2024-04-16T17:31:41Z
dc.date.available2024-04-16T17:31:41Z
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.fechaingreso.objetodigital2024-04-16
dc.format.extent19 páginas
dc.fuente.origenORCID
dc.identifier.doi10.18848/2327-7920/CGP/v31i02/1-19
dc.identifier.eissn2327-8692
dc.identifier.issn2327-7920
dc.identifier.urihttps://doi.org/10.18848/2327-7920/CGP/v31i02/1-19
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85139
dc.information.autorucEscuela de Teatro; Fernández Frésard, Gala; 0000-0001-7496-6447; 6467
dc.information.autorucEscuela de Teatro; Duarte Loveluck, María Verónica; S/I; 71475
dc.issue.numero2
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaThe International Journal of Assessment and Evaluation
dc.rightsacceso abierto
dc.rights.licenseCC BY-NC-ND 4.0 DEED Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectTheater
dc.subjectVocal performance
dc.subjectFormative assessment
dc.subjectCooperation
dc.subjectEducation
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAnalysis of the Assessment of Vocal Performance Samples of Students of Acting from a Social–Behavioral Perspective
dc.typeartículo
dc.volumen31
sipa.codpersvinculados6467
sipa.codpersvinculados71475
sipa.trazabilidadORCID;2024-04-15
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
Description:
Download
Collections
Artículos de revistas