Secondary Music Teacher Questionnaire about Student Self-Assessment

This study explores motivational beliefs and contextual factors that shape secondary classroom teachers' implementation of student self-assessment practices in music performance learning. This investigation employed a parallel mixed methods research approach comprising two phases: a teacher questionnaire and teacher interviews.This study explored secondary classroom music teachers’ SSA practices, motivational beliefs, and external contextual factors shaping their SSA practices in music performance pedagogy. This research was theoretically framed by social cognitive theory and Buehl and Beck’s (2015) ecological model of factors influencing teachers’ instructional practices. It employed a two-phased, convergent parallel mixed methods design. Drawing on two different teacher samples from New South Wales, Australia, Phase 1 comprised a quantitative online survey measuring teachers’ motivational beliefs and SSA practices (n = 216), and Phase 2 included three qualitative teacher interviews. To understand factors shaping teachers’ SSA practices, exploratory factor and multivariate linear regression analyses were conducted on Phase 1 data. Thematic analysis was utilized in Phase 2. This investigation found that whilst almost all teachers reported implementing some forms of SSA in music performance pedagogy, the diversity and frequency of implementation varied among teachers. Holding combined goal orientation, positive task value, positive outcome expectancy, and strong self-efficacy motivational beliefs were found to underpin teachers’ SSA practices. Contextual factors were also found to influence and mediate teachers’ motivational beliefs for utilising SSA practices. Classroom- and school-level contextual factors teachers described as supporting SSA use comprised: (a) catering to students’ music performance abilities, (b) building positive teacher and student relationships, (c) creating a psychologically safe learning environment, and (d) having access to appropriate classroom ICT instructional resources. Constraining factors encompassed: (a) navigating students’ maladaptive attitudes, beliefs and behaviours; (b) lacking ability to cater to students’ diverse music performance abilities; (c) managing time constraints; (d) experiencing limited SSA instructional resources; (e) difficulty accessing teacher professional learning; and (f) experiencing restricted collegial collaborations. Three key themes were derived across the two research phases: (a) harnessing teachers’ goal orientation beliefs, (b) drawing on teachers’ positive expectancy beliefs, and (c) understanding the influential role of context in shaping teachers’ SSA practices. These themes provide insights into the complex interrelationships among teachers’ motivational beliefs and contextual factors that impact on their SSA practices in music performance pedagogy, with contextual factors serving as mediating factors or sources of motivation. Findings from this study suggest the fruitfulness in adopting an ecological lens when investigating teachers’ SSA practices. These results contributed to the construction of an ecological framework. Pedagogically, findings suggest that those seeking to promote SSA in schools need to address the mix of motivation and context, including teachers’ perceived challenges associated with the use of SSA. Teacher educators also need to attend to relational dimensions in the classroom and teacher professional learning. Regarding policy, findings highlight the need for curriculum stakeholders to incorporate SSA as an essential component of music performance pedagogy and potentially, school-based assessment in educational policy, syllabi and support documents. It is hoped that this research will serve as an impetus for key stakeholders to consider these dimensions in devising facilitating measures to enhance the implementation of SSA within schools and classrooms to benefit student music performance learning and teacher pedagogy.

本研究旨在探究影响中学课堂教师在音乐表演学习中实施学生自我评估（Student Self-Assessment，简称SSA）实践的动机信念与情境因素。本研究采用并行混合方法研究设计，包含两个研究阶段：教师问卷调研与教师访谈。本研究聚焦澳大利亚新南威尔士州的中学音乐课堂教师，探究其在音乐表演教学中实施SSA的现状、动机信念以及影响其开展SSA实践的外部情境因素。本研究的理论框架源自社会认知理论（Social Cognitive Theory）以及Buehl与Beck（2015）提出的教师教学实践影响因素生态模型。本研究采用两阶段收敛并行混合方法设计，研究样本取自澳大利亚新南威尔士州的两类教师群体：第一阶段为定量在线调研，共回收216份有效问卷，用于测量教师的动机信念与SSA实践现状；第二阶段为3次质性教师访谈。针对第一阶段的调研数据，本研究通过探索性因子分析与多元线性回归分析，以识别影响教师开展SSA实践的关键因素；第二阶段则采用主题分析法进行质性数据处理。研究结果显示，尽管几乎所有教师均表示在音乐表演教学中开展了不同形式的SSA实践，但其实施的多样性与频次存在显著个体差异。持有复合目标定向、积极任务价值感、正向结果期望以及较强自我效能感的动机信念，是教师开展SSA实践的重要支撑因素。同时，情境因素亦可对教师开展SSA实践的动机信念产生影响与中介作用。教师提及的支撑SSA实施的课堂与学校层面情境因素包括：（1）适配学生的音乐表演能力水平；（2）构建良好的师生关系；（3）营造心理安全的学习氛围；（4）获取适配的课堂信息与通信技术（Information and Communications Technology，ICT）教学资源。而制约SSA实施的因素则包括：（1）应对学生的适应不良态度、信念与行为；（2）缺乏适配学生多元音乐表演能力的教学能力；（3）应对时间限制的压力；（4）SSA教学资源匮乏；（5）难以获取教师专业发展机会；（6）同事协作渠道受限。通过整合两阶段的研究数据，本研究提炼出三大核心主题：（1）激活教师的目标定向信念；（2）依托教师的正向期望信念；（3）明晰情境因素对教师SSA实践的塑造作用。上述主题揭示了教师动机信念与情境因素之间的复杂交互关系——这些因素均会对教师在音乐表演教学中的SSA实践产生影响，而情境因素可作为动机中介变量或动机来源。本研究结果证实，采用生态视角探究教师的SSA实践具有重要研究价值，同时为生态模型的构建提供了实证依据。从教学实践层面来看，若要在学校中推广SSA实践，需同时兼顾动机与情境两大维度，包括回应教师在使用SSA过程中感知到的各类挑战。教师教育者也需关注课堂中的关系维度以及教师专业发展活动的设计。在政策层面，研究结果表明，课程相关利益方需将SSA纳入音乐表演教学的核心组成部分，并可考虑将其作为校本评估的重要内容，融入教育政策、课程大纲与支持文档之中。本研究希望能够推动相关利益方充分考量上述维度，制定针对性的支持策略，以优化学校与课堂中的SSA实践实施效果，最终助力学生音乐表演学习与教师教学专业发展。