No abstract

Qualitative research has provided insight into how students experience and perceive the learning process in music. A model of learning, teaching, assessment and evaluation has been researched and reconstructed together with students. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed. Findings of the study in which students were given instruction with an emphasis on the development of metacognitive strategies or developing proactive and selfregulatory attitudes to learning, evaluation and assessment, broaden understanding of how to integrate assessment and evaluation into the learning process, and monitor all processes of music learning.

This paper draws comparisons between the performance of an international (IBO) and a Slovenian primary school, taking as its case-study a school in Slovenia which runs the two programmes side by side. The purpose of the research was to examine a number of selected factors defining the effectiveness of the schooling and education process in the international school. There are statistically significant differences between the two sets of pupils' views on the quality of lessons, the teaching staff and relations with their peers, with both groups identifying a lack of contact and cooperation with pupils from the other programme. There are also several more noticeable differences in the level of knowledge between the two groups, although these differences could not be established as statistically significant. A comparative analysis of the teaching showed that greater emphasis is given in the international programme to teaching that encourages personal growth, while in the Slovenian programme teaching is defined as 'formation'.