A Study Of The Attitude Of Multi-evaluation And The Preference Of Self-choice Evaluation: A

This purpose of this study was to determine the attitudes and preferences of the middle school students toward multi-evaluation in music; simultaneously to investigate the effects of factors such gender, previous music experiences and academic achievement to the students'attitudes and preferences toward multi-evaluation in music, and finally to offer the suggestions about the implementation for multi-evaluation in music at the middle school level.An action research was applied in this study. Through convenient-clustering sampling, the subjects consisted of 146 students that were randomly selected from the eighth grade classes at the middle school in Nan-Jing City in Jiang-Su Province. The instrument, "The Scale of the Attitudes and Preferences toward Multi-evaluation in Music"(SAPMM) was applied to collect the data. The descriptive statistics and t-test were used to analyze the data.The results indicated as the follows:Firstly, preference orders of the middle school students:toward multi-evaluation in music were as singing, composing, describing music in writing, describing music in drawing, playing instruments, and.body movement in music. Moreover, the girls' preference of the evaluation by playing instruments ranked much higher than the boys'. The students with higher academic achievement also displayed much higher preference of the evaluation through playing instruments than the students with lower academic achievement. The students with more experiences in music showed much higher preference of the evaluation through describing music in drawing, than the students with less experience.Secondly, as far as the attitude of evaluation in music, the girls and the students with more experiences in music displayed more confidence and challenge than boys and the students with less experience in music Finally, the students showed they preferred the optional way in music evaluation. The girls and the students with more experiences in music indicated much more preference for the optional way in music evaluation than boys and the students with less experience in music. In generally, the students felt more relief, while applying to the optional way in music evaluation.