Utilization and Perception of Individual Performance Assessments Among Instrumental Music Educators in Northeastern Pennsylvania

This qualitative grounded theory study aimed to develop a theory explaining how secondary instrumental music educators in Northeastern Pennsylvania select, implement, and perceive performance assessments. Teachers need actionable data to determine the next steps in the learning process. The study design included twelve semi-structured interviews of Pennsylvania-certified music educators and a content analysis of any scoring tools or rubrics that they provided. The analysis process included open, axial, and thematic coding with the development of the core category and theory. Despite some prior research into performance assessments in music education, the literature lacked research with explanatory power over teachers’ assessment practices and choices. The study's results yielded three main themes and a core category as a theoretical answer to the research question.