Proposed method for applying some feedback and their impact on students' in assessing piano performance

Applying some types of feedback during formative assessments and their impact on students’ performance in the final piano playing exam

Abstract:

The current research deals with applying some types of feedback to students’ piano performance during formative assessments and studying their impact on their performance in the final exam. The research targeted 23 male and female students majoring in education. The research aimed to apply two types of feedback. The first was applied in the first and second evaluations and relied on immediate verbal feedback by correcting errors during playing, correcting them directly., The second was applied in the third evaluation and was based on an audio recording. Audio for each student to play individually, then listen to him directly after the end of the evaluation. The researcher took care to follow each of the previous two patterns by directing the students to the necessity Provide a self-evaluation of their performance to ensure understanding of the mistake to avoid repeating it. Feedback was applied to the students’ performance of the first movement of Mozart’s sonata K.V. 545, while the applied framework included grades for the first three formative assessments according to the evaluation items and criteria in a form designated for that purpose and prepared by the researcher. The research then concluded by analyzing the students’ results in the three assessments and comparing them to the assessment in the final exams, where the results showed a significant improvement in reducing repeated playing errors during the first assessments.