A pilot study of singing voice assessment of school students in China

Abstract

This study looked at children’s singing development profiles, emphasising the nationwide state and issues of evaluation and grading systems in China. By connecting the development of an assessment scale with the curriculum, the study addressed crucial problems of population, validity, reliability, and singing voice assessment methods. The proposed singing voice assessment scale consisted of evaluations on Pitch Accuracy, Rhythmic Consistency, Vocal Quality, and Diction (PRVD), which incorporated grade-based marking rubrics and song difficulty level mapping based on Item Response Theory. ANOVA and MANOVA statistical tests between groups and factors revealed that the PRVD scale scheme could provide reliable and generalisable tools and procedures for evaluating school pupils’ singing voices with a small sample size. Implementation strategy recommendations are discussed, along with methodological limitations to be explored in future studies. The study demonstrates the importance of developing a systematic, scalable, and flexible framework for assessing children’s singing abilities. For researchers, it provides a foundation for refining assessment tools and exploring contextual influences. For policymakers, it offers a model for standardising assessments and addressing inequities in music education. For teachers, it equips them with practical tools and strategies to enhance instruction and support student development.