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Student-chosen criteria for peer assessment of tertiary rock groups in rehearsal and performance: what's important?

Published online by Cambridge University Press:  21 February 2012

Diana Blom  and
John Encarnacao
Diana Blom*
Affiliation:
Music, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australiad.blom@uws.edu.au, j.encarnacao@uws.edu.au
John Encarnacao
Affiliation:
Music, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australiad.blom@uws.edu.au, j.encarnacao@uws.edu.au
*
Correspondence to Diana Blom.
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Abstract

The study investigates criteria chosen by music students for peer and self assessment of both the rehearsal process and performance outcome of their rock groups. The student-chosen criteria and their explanations of these criteria were analysed in relation to Birkett's skills taxonomy of ‘soft’ and ‘hard’ skills. In the rehearsal process, students placed an emphasis on ‘soft’ skill issues, and in the performance outcome, on ‘hard’ skill issues. For students and staff, challenges raised include understanding how and whether to assess ‘soft’ skills; that there is a continuum of ‘soft’ and ‘hard’ skills rather than a binary; and ensuring clear understanding of criteria terms.

Type
Research Article
Information
British Journal of Music Education , Volume 29 , Issue 1 , March 2012 , pp. 25 - 43
Copyright
Copyright © Cambridge University Press 2012

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