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Abstract
The purpose of this study is to develop and validate instrument-specific rating scales to evaluate the classroom performances of middle and high school students. The study is guided by
the following research questions:
1. What does Rasch measurement analysis reveal about the psychometric properties
(i.e., validity and reliability) of items, raters, and performers in the context of solo
music performance assessment?
2. How do items vary in difficulty, raters in severity, and performers in achievement?
3. How does the rating scale structure vary across raters and performers?
A total of 160 secondary level student performances will be recorded and evaluated by
music content experts (N = 40). Data will be analyzed using the Many-Facet Rasch Partial Credit
model to determine if the requirements of invariant measurement are met, resulting in a set of
music performance rating scales that may improve teaching and learning in the instrumental
music classroom.