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Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric

Marvin E. Latimer, Jr., Martin J. Bergee and Mary L. Cohen
Journal of Research in Music Education
Vol. 58, No. 2 (July 2010), pp. 168-183
Stable URL: http://www.jstor.org/stable/40666241
Page Count: 16
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Reliability and Perceived Pedagogical Utility of a Weighted Music Performance Assessment Rubric
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Abstract

The purpose of this study was to investigate the reliability and perceived pedagogical utility of a multidimensional weighted performance assessment rubric used in Kansas state high school large-group festivals. Data were adjudicator rubrics (N = 2,016) and adjudicator and director questionnaires (N = 515). Rubric internal consistency was moderately high (.88). Dimension reliability ranged from moderately low (W = .47) to moderate (W = .77). Total score reliability was moderately high (W = .80) and rating reliability was moderate (W = .72). Findings suggested that reliability on the whole was within the range of previously researched music performance assessment tools. Questionnaire results suggested that the rubric provided a better instrument for justifying ratings and more detailed descriptions of what constituted acceptable performances than previously researched nonrubric forms; hence, adjudicators and directors perceived the rubric as possessing improved pedagogical utility.

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