Recent policy initiatives instituted by major accrediting bodies require the implementation of specific assessment tools to provide evidence of student achievement in a number of areas, including applied music study. The purpose of this research was to investigate the effectiveness of a multidimensional assessment rubric, which was administered to all students performing instrumental and vocal juries at a private Midwestern university during one semester (N = 359). Interjudge reliability coefficients indicated a moderate to high level of agreement among judges. Results also revealed that performance achievement was positively related to participants' year in school (freshman, sophomore, junior, and senior), which indicates that a multidimensional assessment rubric can effectively measure students' achievement in the area of solo music performance.
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