Publications
Article | Solo music performance assessment criteria: a systematic review
Sofia Serra, an integrated researcher at INET-md, is co-author of the article "Solo music performance assessment criteria: a systematic review" with Nádia Moura, Pedro Dias, Lurdes Veríssimo, and Patrícia Oliveira-Silva, published in Frontiers in Psychology. The article is available on open access.
The article proposes how assessment is crucial in music performance, especially in educational settings, where it helps measure student progress and guides teaching. However, music performance evaluation is challenging due to its subjective nature, involving personal expression and interpretation. This PRISMA systematic review (DOI: 10.17605/OSF.IO/CSM8Q) examines solo music performance assessment systems, focusing on evaluation categories, criteria, and rating methods. A search in three databases (Web of Science, Scopus, ERIC) identified 20 studies, analyzing 26 unique systems. These primarily assessed high school and university students. While Likert scales were common, rubrics are increasingly used for more detailed feedback to support student progress.
Abstract:
Assessment is a crucial aspect of music performance. In pedagogical contexts, an effective assessment process can measure student achievement and inform instructional decisions that contribute to improving teaching and learning. However, music performance assessment is particularly challenging due to its inherent subjectivity, involving personal expression and interpretation, which can lead to divergent opinions. In this PRISMA systematic review (registration DOI: 10.17605/OSF.IO/CSM8Q), we aimed to delimit and analyze solo music performance assessment systems found in the literature to date, including their corresponding evaluation categories and descriptive criteria, rating methodology, and target audience. A search in three main scientific databases (Web of Science, Scopus, ERIC) was conducted using keywords associated with the topic of assessment in the field of solo music performance. Ultimately, 20 papers were selected and examined, resulting in 26 original assessment systems for analysis. Regarding sample characteristics, we found that studies
mainly focused on evaluating high school and university students, with music teachers and faculty members serving as primary evaluators. Many assessment systems were designed to be applicable across various instruments, although some were tailored to specific instruments (e.g., piano, voice) and families (e.g., brass, woodwind). Systems typically structured evaluation around technical,
interpretative/expressive, and various musical feature categories (e.g., pitch, rhythm, intonation), further elaborated with descriptive items. While five-point Likert scales were commonly used, recent studies indicated a shift towards rubrics for detailed feedback, which aids examiners’ understanding and supports student progress. No differentiation was found in assessment criteria based on students’
learning stages, suggesting an area for improvement in refining these assessment methods. This study identifies gaps and proposes improvements in existing assessment systems, providing a foundation for educators and policymakers to enhance curriculum design and instructional practices in music education.
Keywords: Instrumental and vocal performance evaluation, Judges, Rating scales, Music pedagogy, Music competitions, Western classical music, Systematic review.
