Examining the constructs used to assess music performance excellence.

Abstract

This paper examines the use of musical constructs by practitioners in their assessment of music performance across the five instrument families of strings, piano, woodwind, brass, and voice. It outlines the qualitative research methods and results of a recent study aimed at determining the constructs employed most frequently by examiners in assessing students' music performances at the Queensland Conservatorium, Griffith University. The commonalities and idiosyncrasies are explored and implications for the assessment of performance in music education are discussed. This study was supported by two Griffith University Quality Enhancement Grants.