Date of Graduation
Summer 2026
Degree
Master of Music
Department
Music
Committee Chair
Daniel Hellman
Abstract
The purpose of this study was to investigate student perceptions of a rubric-based performance assessment within a secondary large ensemble music program. Seventy high school students enrolled in a high school band class completed a rubric-based performance assessment that featured personalized feedback and opportunities for resubmission Using a mixed-methods approach, 17 students in the class voluntarily participated in a survey, the results of which I used to study my own use of assessment. The survey consisted of eight Likert-scale questions and four open-response questions which were used alongside data regarding the resubmission rate and teacher documentation of instruction. Results indicated that students perceive the assessment and resulting grade to be fair and helpful to their learning, specifically pointing to the resubmission option as a positive influence. Furthermore, I found that individual assessments provided granular insight into known student weaknesses, enabling me to better tailor classroom instruction to meet their needs.
Keywords
standards-based grading, assessment for learning, assessment of learning, feedback, valid grades, formative assessment, summative assessment
Subject Categories
Music Education
Copyright
© Jeffrey S. Payne
Recommended Citation
Payne, Jeffrey S., "Student Perspectives of a Rubric-Based Performance Assessment in a Secondary Large Ensemble Classroom: Fairness, Clarity and Learning" (2026). Graduate Theses/Dissertations. 4205.
https://bearworks.missouristate.edu/theses/4205
