Date of Award


Degree Type


Degree Name

Master of Music



First Advisor

Sheila Feay-Shaw


Band Assessment, Correlation of scores, Grading practices, Music assessment, Performance Assessment, Student awareness


This quantitative study was conducted over a six week concert cycle in which data was collected from a 52-member, 8th grade band class. A sub group of 21 individual students within the ensemble participated in student self-evaluations and individual recordings of a standard band composition, Dialogues for Winds and Percussion by Michael Sweeney. The individual recordings and group recordings were sent to an adjudicator for scoring. The scores from the self-evaluations, individual recordings and group recordings were compared to investigate the relationships between (a) student self-evaluation of abilities in relation to individual adjudicated score, (b) student self-evaluation of abilities in relation to ensemble score, and (c) the student's individual adjudicated score in relation to ensemble score. The objective of the study was to provide ensemble directors and students insight into the students' awareness of individual musical abilities in comparison to the success of the overall ensemble. The data concerning individual self-evaluation scores versus the individual adjudicated scores was analyzed using correlational statistics. Overall rubric scores showed a strengthening of correlation over time, however, data was further analyzed along the individual rubric categories to reveal mixed results. Data concerning the individual adjudicated scores versus the group adjudicated score and that concerning the self-evaluation scores versus the group adjudicated score were analyzed using chi-square calculations with a two point margin of error. The chi-square data showed an unpredicted disbursement of student self-evaluations and individual adjudicated scores in relation to the group adjudicated scores.

The overall outcomes of the current study seem to stress the importance of individual accountability within the performance-based classroom. The results show that group achievement is not always an accurate representation of student ability, and that individual perception of abilities is not always accurate.