A descriptive study of assessment procedures, assessment attitudes, and grading policies in selected public high school band performance classrooms in Mississippi
The problem of this study was to describe assessment procedures, assessment attitudes, and grading policies currently utilized in the band classroom in Mississippi public schools. Data were obtained from 327 student members of the Mississippi Bandmasters' Association State Band Clinic, 93 members of the Mississippi Bandmasters Association, and 38 randomly selected public school administrators. Results indicated grades were important part of the instrumental classroom and students were motivated to make good grades. All three survey groups indicated non-music criteria such as attendance, participation, and attitude were used in determining students' nine weeks band grades. While traditional forms of evaluation such as portfolios and paper and pencil test were recognized as useful in the band classroom, 0-25% of the nine weeks band grade was comprised of these assessment types.