Evaluation rubrics for interpretations

Research paper

The purpose of this work is to design, apply and evaluate a compendium of rubrics as an instrument for evaluating and informing teaching processes, allowing the measurement of the contents, objectives and competences acquired through the works performed in the entrance auditions to the different grades of Professional Music education in the specialty of violin. Music students study and perform musical works without knowing the type of work involved. The creation of rubrics for the assessment of musical interpretations encompasses three specific purposes: diagnostic, formative, and summative evaluation. Diagnostic evaluation is used to determine how students stand in relation to a particular goal; formative evaluation ensures the achievement of these goals, while summative evaluation accredits the performance achieved (Cardona and Vélez, 2015, p. 76). The agents involved in the evaluation process will ensure the existence of self-evaluation, where students assess their achievements and areas for improvement, and peer evaluation, conducted by qualified teachers (Medina, 2020). Both items to be evaluated and their scores have been established taking into account the legal regulations and the didactic programs of reference centers. In order to check their effectiveness, they have been applied to evaluate a sample student and this evaluation has been carried out by a representative sample of teachers. In addition, the students were provided with their rubric before the evaluation. The result obtained has been an 84.71% reliability percentage comparing the qualification results among the collaborating teachers. This action-research study hopes to open new lines of investigation in the musical pedagogical area.

Keywords: rubrics; evaluation; fiddle; entrance tests; music; professional education.

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About the speaker

Inés Velert Márquez, Violin

Born in Alcàsser in 1996, she embarked on her musical journey at the age of 9 at the “Santa Cecília” Music School under the tutelage of Ruth Crespo. Subsequently, she pursued her Professional Music Studies at the Conservatory of Silla (València) under the mentorship of Professor Vicente Portolés, concurrently obtaining qualifications as a Nursing Assistant and Dental Hygienist. She holds a Bachelor’s degree in Violin Pedagogy from the “Joaquín Rodrigo” Higher Conservatory of Music in València, where she studied under the guidance of Professor Bárbara Mingot. Throughout these years, she also received pedagogical training in methodologies such as Suzuki, Dalcroze, and Kodály, as well as learning from renowned pedagogues like Mimi Zweig and Rebecca Henry.

Presently, she balances her instructional role as a violin, music theory, and orchestra teacher with her pursuit of a Master’s Degree in Secondary Education at Valencia International University. She has served as a full member of the University of València Philharmonic Orchestra and actively participates in various musical ensembles. Furthermore, she is a member of ESTA Spain.