Establishing a metacognitive model for instrumental music assessment

Abstract

Traditional instrumental music assessment models may often contain the inclusion of grades that are based upon non-musical criteria. This type of grading leads to difficulties in assessment validity, reliability and fairness, and do not lead to an increase in metacognitive abilities that develop students’ technique and musicianship. A metacognitive assessment model that is based upon assessments for, as, and of learning is needed as metacognitive musical learning potentially aids students in developing the skills necessary to become independent musicians who can identify and address challenges in their own performance. Through the use of feedback, reflection and goal setting, modeling and self-assessment, teacher instructed strategies, a consideration of students’ bio-ecology, and a consistent focus upon the constructs that need to be assessed, assessment tools have been designed to help develop student metacognition and foster greater independence, musicianship, and skill in instrumental music students.