Shaw, Caleb2018-05-072018-05-072018http://hdl.handle.net/11558/3496Master of Education (M.Ed.) ThesisThe 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-USPerformance assessmentRubricSelf-assessmentSkill masteryMaster of Education (M.Ed.) ThesisThesis