Master of Music (MM)
Music Education and Music Therapy (Music)
Date of Defense
First Committee Member
Dr. Stephen Zdzinski - Committee Chair
Second Committee Member
Dr. Nicholas DeCarbo - Committee Member
Third Committee Member
Dr. Edward Asmus - Committee Member
Fourth Committee Member
Ross Harbaugh - Committee Member
The purpose of this study was to explore string teachers? assessment practices related to string program success. Additionally, the study examined the relationship between teacher characteristics and string program success. This study was conducted by surveying string teachers (N = 201) from around the country. The survey was designed based on the independent variables of teacher characteristics and assessment practices, and the dependent variable of string program success. Results indicated that string teachers most frequently assess with teacher-given verbal criticism, rehearsal skills, attendance, teacher-rated rubrics, and student evaluations. The least common assessment practices used by string teachers were composition assignments, music history assessments, portfolio assessment, improvisation/creativity assignments, and cross-curricular assignments. String program success was correlated with the assessment practices of written assessments, student reflections, teacher-rated rubrics, sightreading skills assessment, student evaluations, music theory assessments, music history assessments, and portfolio assessments, and student rated rubrics. Years of teaching, level of education, musicianship-based assessment, and student-based assessments were predictors of string program success. String program success did not differ as a function of years teaching, however there is a difference in string program success within the characteristics of gender, education level, and primary instrument, as well as primary instrument by education level.
Music Assessment; String Program Success; Music Success; Music Teacher Characteristics; Assessment Practices
Duncan, Sara Anne, "Assessment Practices of String Teachers" (2009). Open Access Theses. 183.