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The Effect of Criterion-Referenced Self-Assessment and Instrumental Experience on Secondary Band Students’ Music Performance Growth
Inexperienced musicians do not always practice effectively, partly because they lack the ability to simultaneously perform and evaluate their performance. This makes it difficult to devise and implement maximally effective practice strategies. The purpose of this quantitative study was to explore the effects of criterion-referenced self-assessment as a part of self-directed practice and instrumental experience on the subsequent music performance growth of secondary school wind instrument students. This study investigated the main and interactive effects of practice (criterion referenced self-assessment or unstructured) and school level (middle or high school) on secondary wind students’ musical performance gain scores by employing a between-subjects design in which 32 secondary wind instrument students in a Midwestern school district completed one of the randomly-assigned musical practice scenarios. Participants’ growth in musical performance proficiency was assessed by a panel of judges using a five-point rating scale that focused on five musical performance elements. The results of the 2 x 2 ANOVA indicated that neither practice condition nor students’ years of instrumental experience had a statistically significant effect on the participants’ musical performance growth. A large effect size, as measured by ɳ2p, indicated a practical effect of practice condition, so a one-tailed independent samples test was used to analyze participants’ post-test scores. This analysis indicated that high school participants who engaged in criterion-referenced self-assessment earned higher scores on their final performances than did their counterparts who engaged in unstructured practice. Among the implications of the study for the profession is that, while not ready to function completely independently, high school musicians seem capable of assessing their own performances and using their assessments to improve their next performance. Additionally, even when provided with clear performance expectations to focus their attention, middle school students encounter many possible obstacles that limit the effectiveness of their practicing efforts.
Music education|Secondary education
Schreiner, Jessica, "The Effect of Criterion-Referenced Self-Assessment and Instrumental Experience on Secondary Band Students’ Music Performance Growth" (2022). ETD collection for University of Nebraska-Lincoln. AAI29168406.