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The Effects of Seesaw on "John Kanaka" Singing Assessment Tracking and Teacher-to-Student Feedback in the Third Grade Elementary Music Classroom

Year: 2025
Type: article
Abstract: Assessments play a vital role for teachers to measure individual student progress and motivate instruction that meets students' needs. Traditional assessments provide a substantive way for teachers to collect data, which they will analyze long after they administer the assessment. Creating substantial evidence for individual performance-based standards poses a challenge. Seesaw serves as an online platform for student engagement, allowing students to share their knowledge while parents can safely monitor it through photos, videos, drawings, text, audio, PDFs, and links. The researchers conducted the study over four weeks in March 2025 in the third-grade music classes at Ray Roberts Elementary. One class served as the control group, while the other acted as the experimental group. Both groups underwent the same instruction and assessment while learning the song "John Kanaka". The control group will undergo assessment through singing solos using traditional paper and pencil methods, incorporating written feedback from the teacher-researcher for both the pre- and post-test. The experimental group will create videos and audio recordings individually through Seesaw for the pre- and post-test, receiving digital feedback provided by the teacher-researcher. The teacher-researcher will collect the pre- and post-assessment data for the song “John Kanaka” singing evaluation and track the time differences in providing teacher-to-student feedback and individual performance times to identify the effects of using Seesaw.
Author: Gonzalez, Sarah Elizabeth
Institution: Liberty University
Language: English
Subfield: Music
Open Access status: green
OpenAlex ID: W7065387589
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