Title: Effects of two different assessment tools on secondary instrumental music students' achievement and motivation
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Permanent Link: http://ufdc.ufl.edu/IR00000047/00001
 Material Information
Title: Effects of two different assessment tools on secondary instrumental music students' achievement and motivation
Physical Description: Archival
Language: English
Creator: Olsen, David N. ( Dissertant )
Brophy, Timothy ( Thesis advisor )
dos Santos, Silvio ( Reviewer )
Publisher: College of Fine Arts, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2009
Copyright Date: 2009
 Subjects
Subjects / Keywords: Music Education Thesis, M.M.
Dissertations, Academic -- UF -- Music Education
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
theses   ( marcgt )
 Notes
Abstract: The purpose of this study was to explore the effect of two contrasting assessment tools on secondary instrumental music students’ achievement and motivation. The study was guided by the following questions: What is the effect on secondary instrumental music students’ achievement using a rubric-based assessment tool versus a “pass-off” based assessment tool? What is the effect of the assessment tool used on a student’s motivation to practice? Using two different assessment tools, the study examined 65 students in Grades 6, 7, and 8 and ranging in abilities from beginning through advanced. These students from the researcher’s class were randomly assigned through a systematic process to the researcher’s-created “pass-off” grading system (n = 31) and the researcher’s-created rubric-based “contract” grading system (n = 34). The study was conducted over the course of the first 9-week grading period of the school year. All students participated in a pre- and post-test to attain “achievement” score data and a survey to collect background information on the students’ music education, experience, and their thoughts and feelings about their assessment procedure. Results indicated there was no statistically significant (p < .05) effect of assessment tool on student achievement. Data analysis did indicate significance in the post-test achievement score as a function of assessment type and ensemble (p = .04).
Publication Status: Published
Thesis: MM in Music Education conferred Fall 2009.
Issuing Body: Supervisory committee: Timothy S. Brophy chair and Silvio dos Santos member
Acquisition: Music Education terminal project
General Note: Includes bibliographical information.
General Note: Document formatted into pages; contains 55 pages.
General Note: Includes vita.
 Record Information
Bibliographic ID: IR00000047
Volume ID: VID00001
Source Institution: University of Florida Institutional Repository
Holding Location: University of Florida
Rights Management: Permissions granted to the University of Florida Institutional Repository and University of Florida Digital Collections to allow use by the submitter. All rights reserved by the author.

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