The effects of criterion-referenced instruction on ensemble performance evaluations and transfer tasks

The purpose of this study was to apply the instructional concept of teaching to the test in an instrumental music rehearsal and investigate its effects on student performance. Specifically, the study sought to determine the extent to which prior knowledge of evaluative criteria, and a lesson focused on a single criterion, might affect an ensemble's performance and ability to make transfers. One high school band produced audio recordings under several instructional conditions that utilized varying degrees of criterion-referenced instruction. Evaluators (N = 270) consisted of college music majors (n = 93) and in-service music educators (n = 177) who listened to the recordings before evaluating the ensemble's tone, intonation, technique, balance, and musicality on the Music Performance Assessment Scale (MPAS). Evaluators also assessed the ensemble's performance of march style on the Performance Style Evaluation Form (PSEF). Finally, self-evaluation ratings, provided by members of the performing ensemble, were compared to ratings received from other evaluators. The results revealed no significant differences between the baseline recording, a recording made after the ensemble was shown the evaluative criteria used by judges, and a transfer task recording made 48 hours after the ensemble participated in a lesson focused on march style. However, the recording made immediately after the march style lesson was rated significantly higher than the baseline and transfer task recordings. The results also indicated that students in the performing ensemble rated their performance significantly higher on the MPAS than music majors and in-service music educators, but no significant difference was found between the students and other evaluators on the PSEF. The findings suggest that a criterion-referenced music lesson focused on a single criterion may be an effective method of improving student performance of that criterion. However, the implementation of a single lesson may not produce enduring results. Implications of these results, additional findings, and suggestions for future research are discussed