Date of Award
Master of Music (MMUS)
The purpose of this study was to compare and investigate the grading practices of junior high and senior high instrumental music directors in Nebraska. The researcher randomly chose 100 high school directors and selected all of the 36 junior high directors from the current membership in the Nebraska State Bandmasters Association (N = 136). The investigation utilized a thirty three statement survey to elicit information regarding the grading practices of junior high and high school band directors. Non-parametric statistics utilizing chi-square and Spearman Rank Correlation Coefficient were used to analyze the data. The results indicated no significant differences in grading practices between junior high and high school band directors. Non-music criteria were most frequently used to determine grades; psychomotor criteria related to performance ranked second, followed by affective and cognitive criteria. Responses revealed that most directors used various combinations of cognitive, psychomotor, affective, and non-music criteria to determine grades. In addition, no relationship was indicated between the (a) amount of directors' teaching experience and the criteria used for grading students, and (b) school size and the criteria used for grading students. Finally, the study indicated that portfolio assessment is a relatively new and unused assessment technique by band directors. When band directors did use portfolio assessment, they most often used it to assess performance related skills. The study revealed the most frequent response of why directors did not use portfolio assessment was due to inadequate training and that it required too much time.
Vanderboegh, Scott L., "A comparative investigation of grading practices by junior high and high school band directors in Nebraska." (1997). Student Work. 2949.