The development of formative assessment rubrics for enhancing students’ performance on Thai percussion instruments

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2023-08-18 DOI:10.1177/02557614231192189

Purin Thepsathit, K. Tangdhanakanond

{"title":"The development of formative assessment rubrics for enhancing students’ performance on Thai percussion instruments","authors":"Purin Thepsathit, K. Tangdhanakanond","doi":"10.1177/02557614231192189","DOIUrl":null,"url":null,"abstract":"This research aimed to develop formative assessment rubrics for enhancing students’ performance on Thai percussion instruments using the Many-Facet Rasch Measurement Partial Credit model (MFRM-PCM). Samples were high-school students playing four types of Thai instruments and the raters who were qualified and properly trained. The research instrument was rubrics used for assessing students’ Thai percussion instruments skills. Each item contained five quality levels. The research methodology was divided into three phases, that is, the synthesis and verification of content validity, pre-testing of the psychometric properties and the assessment design, and the verification of the rubrics’ psychometric properties. Four facets of the MFRM-PCM including students, raters, musical instruments, and items facet were employed to analyze the psychometric properties of the developed rubrics. It was found that the rubrics developed for assessing performances of Thai percussion instruments with the MFRM-PCM contained eight criteria and 12 items. The quality levels of the items after the category’s effectiveness analysis were reduced ranging from two to three quality levels.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614231192189","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This research aimed to develop formative assessment rubrics for enhancing students’ performance on Thai percussion instruments using the Many-Facet Rasch Measurement Partial Credit model (MFRM-PCM). Samples were high-school students playing four types of Thai instruments and the raters who were qualified and properly trained. The research instrument was rubrics used for assessing students’ Thai percussion instruments skills. Each item contained five quality levels. The research methodology was divided into three phases, that is, the synthesis and verification of content validity, pre-testing of the psychometric properties and the assessment design, and the verification of the rubrics’ psychometric properties. Four facets of the MFRM-PCM including students, raters, musical instruments, and items facet were employed to analyze the psychometric properties of the developed rubrics. It was found that the rubrics developed for assessing performances of Thai percussion instruments with the MFRM-PCM contained eight criteria and 12 items. The quality levels of the items after the category’s effectiveness analysis were reduced ranging from two to three quality levels.

查看原文本刊更多论文

制定形成性评估标准，以提高学生在泰国打击乐器上的表现

本研究旨在利用多面Rasch测量部分信用模型(MFRM-PCM)，为提高学生在泰国打击乐器上的表现制定形成性评估标准。样本是弹奏四种泰式乐器的高中生和经过适当训练的评级员。研究工具是用于评估学生泰式打击乐器技能的练习题。每个项目包含五个质量等级。研究方法分为三个阶段，即内容效度的综合与验证、心理测量属性的预测与评估设计、题目心理测量属性的验证。采用MFRM-PCM的学生面、评价者面、乐器面和项目面四个面来分析所编制的题型的心理测量特性。结果发现，采用MFRM-PCM方法所编制的泰国打击乐器性能评价标准包含8项标准和12个项目。经过类别有效性分析后，项目的质量水平从2到3个质量水平不等。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.