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

Blom, Diana; Stevenson, Ian; Encarnacao, John

doi:10.1007/978-3-319-10274-0_9

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Item Response Theory (IRT) models could help to solve this challenge. IRT is a set of latent variable techniques designed to model the relationship between an individual's response to a particular item and that individual's position in probabilistic terms along the latent trait measured (Baker and Kim, 2017). As such, IRT would allow evaluating rubrics' rating scale structure by inspecting the Category Response Curves (CRCs) that represent the probabilities of endorsing rubrics' performance level descriptions displayed along the continuum of the underlying skill.…”

Section: Building Performance Level Descriptions For Rubricsmentioning

confidence: 99%

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

et al. 2021

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Educational practitioners have been increasingly interested in the use of formative assessment and rubrics to develop social-emotional skills in children and adolescents. Although social-emotional rubrics are nowadays commonly used, a thorough evaluation of their psychometric properties has not been conducted. In this scoping review, we examine the knowns and unknowns of the use of formative assessment approaches and rubrics in social-emotional learning. We first review initiatives of formative assessment and development of rubrics to assess social-emotional skills. Then, we discuss challenges associated with the development and use of rubrics to evaluate social-emotional skills in youth focusing on 1) assessment of single skills versus assessment of a comprehensive taxonomy of skills; 2) developing rubrics’ performance level descriptions that accurately describe increasing mastery of skills; 3) obtaining adequate internal consistency and discriminant validity evidence; 4) self-reports versus observer reports of skills; and finally 5) how to account for adolescents’ development in the construction of rubrics. This review outlines a research agenda for the psychometric study of rubrics to be used in social-emotional skill assessment.

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Section: Building Performance Level Descriptions For Rubricsmentioning

confidence: 99%

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

et al. 2021

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“…This approach is not novel and has become best practice in higher education (Morgan 2004;O'Donovan, Price, and Rust 2004). The criterion and standards based assessment approach has been evaluated within the context of the curriculum described above (Blom, Stevenson, and Encarnacao 2015). As noted in that evaluation, many students use this scaffolding to target their efforts but many choose to ignore the institutional context of their learning.…”

Section: A Curriculum For Making Computer Musicmentioning

confidence: 99%

A Fractured Earth - Sonification and Spatialisation of Seismic Data With Max:msp and Speaker Motion

Dunham¹,

Johnson²

2020

Preprint

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This paper provides an overview of a Max/MSP patch that sonifies seismic data and the use of spatialisation to explore the resulting soundscape. The background to the development of the patch and spatialisation techniques are discussed and a brief overview of the implementation of the patch is provided with contexts for its use. Spatialisation is explored with the use of a new mechatronic speaker system and its use in a live performance. Finally, the paper considers future development of the system.

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Making the Grade: Theorising Musical Performance Assessment

Walton¹

2020

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

Cited by 3 publications

References 7 publications

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

A Fractured Earth - Sonification and Spatialisation of Seismic Data With Max:msp and Speaker Motion

Making the Grade: Theorising Musical Performance Assessment

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