The assessment rubric as institutional culture : evaluating creative music processes and outcomes at undergraduate level

When institutions, such as universities, place an assessment model across all disciplines as part of the institutional culture, this is done with notions of fairness in mind, regardless of whether the model chosen suits all disciplines. This paper presents a preliminary discussion of the assessment rubric as a model for assessing outcomes in rehearsal of group performance and creative outcome of sound technology. Discussion focuses on the views of three academics whom have designed and used assessment rubrics, focusing on their thinking behind the design of two assessment rubrics and their experiences using these rubrics. The designer/assessors find the rubric to be fairer and offering more readily understood numerical results for students; aiding the defensibility of decisions made by lecturers with respect to those results within a framework of responsibility and accountability; and streamlining the integration of multiple assessors engaged in a single assessment task.