| dc.description.abstract | The purpose of this study was to examine the effects of using self-assessment rubrics and
traditional assessments on 4th grade student performance on recorders. The sample consisted of
fourteen 4111 grade general music students - 8 females and 6 males. The sample was assigned to
experimental and control groups. The experimental group was taught using skills-based selfassessment
checklist while practicing to enhance skills associated with playing the soprano
recorder. The control group was taught using traditional methods. Both groups were
administered a pretest. Data were collected using a posttest after teaching both groups for 4
weeks. Data were analyzed using ANCOVA and multiple regression. The results revealed a
significant difference between the experimental and control group (F(l,13)=20.010,p=.001) on
the posttest. The second ANCOVA revealed no significant difference for the experimental group
between male and female posttest scores when covarying the pretest score (F(l ,4)=6.175,
p=.068). The multiple regression equation to determine if average practice time or the number of
days practiced had an influence on posttest scores was not significant (F(3,3)=.332, p=>.05),
either. These results suggest self-assessment and skills-based practice help students master
recorder skills. | en_US |
