Sambedömning som strategi för musiklärarens likvärdiga betyg och bedömningspraktik

Sammanfattning: The purpose of this study is to gain knowledge about what strategies music teachers use to increase the equivalence of assessment and grading in the subject of music in primary school. A qualitative research method has been used with semi-structured interviews of seven music teachers who work as music teachers in primary schools. Respondents have been asked to answer different questions based on an interview guide with five different themes. These themes are chosen based on the research literature that was found. Hermeneutics has worked both methodically and substantively in this study. The analysis of the results has been conducted through this tool. The results of the survey show significant differences in experiences of co-assessment among the interviewed music teachers. However, they have a common positive view; that co-assessment can, if the right conditions are given, lead to increased equivalence in assessment and grading. The results differ from previous research on whether music teachers' assessments and grading are valid and dependable. Music teachers believe that through social moderation and by relying on their own judgement and professional experience, assessments and grading become more valid and dependable. The question is, are these arguments sufficient? It is too small a basis to draw any major conclusions. It would be interesting to research further in this area.