Assessing Music Performance Process and Outcome Through a Rubric: Ways and Means

Abstract

The subject of this research is the assessment of music performance process and outcome. It asks questions about what the fairest methods might be, and compares various modes of thinking around this challenge. How can assessors go beyond subjective impressions of worth, allied to their own experience and training, and how can desired outcomes be made as clear as possible to students? One approach to making these judgements more objective is the adoption of descriptive rubrics of criteria and standards of performance. While this method is chosen for fairness and clarity it may or may not suit all disciplines in which it is applied. This chapter offers a survey of alternative approaches and a preliminary discussion of the assessment rubric as a model for assessing creative performative outcomes in three music performance and sound technology subjects. Discussion focuses on three academics (who designed and use the rubrics) in relation to: (i) our thinking behind the design of three assessment rubrics; and (ii) our experiences using these rubrics. We conclude by drawing together our experiences with findings from literature on the topic to list positive and negative aspects of the assessment rubric, including issues of pedagogy, assessment levels, justification of the result, marking, student learning and practicalities, plus thoughts for the future.