Child Wellbeing in the Evaluation Process at Primary School Music Classes
Child Wellbeing in the Evaluation Process at Primary School Music Classes

Summary/Abstract: The XXI century has brought a change in the curricular paradigm and the child is the focus of the modeling of the new curriculum almost in all the educational systems. The new skills and competences of this century have been a product of the interaction with the real life necessities and the preparation of the future adult for the challenges of the world. Wellbeing (WB) is a well established syntagma in the daily vocabulary of teachers and policy makers and it focuses on meeting the requirements of the schools and the learning environments for children of all ages. Considering the challenges that educators face when trying to provide children with a suitable learning experience, assessment has a purposeful role in providing feedback for reviewing and constantly improving the learning material. The evaluation process involves the theoretical and practical dynamics achieved with the involvement of the system but also of all the educational actors. The evaluation process is essential in the development of the emotional identity (EI) because the students are main actors in all the dimensions of the educational process, not only in the training process. Thus with this vision all the actors participating in the educational process will be able to practice with meaning and active each component of the learning process met in the formal system. In a sense, we have to construct a participation ratio for all children during a learning class for all class subjects for dimension in the educational process. Some school subjects might be less demanding in terms of assessment; nevertheless, they are needed for fair learning and assessment. Our study centered on the perspective that the pupils have during the Music and Movement (MM) classes in primary school in terms of experience during the learning process and also the evaluation process of their skills.

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