Adjudicating Equity in Music Performance Assessments: A Literature Review

Abstract

Music performance assessments (MPAs), also known as festivals, adjudications, or contests, are a yearly part of the music education experience for many teachers and students in school bands, orchestras, and choirs. A brief history outlining the origins and purposes of MPA is shared. Issues of equity in modern-day MPA are then explored, including the reliability and validity of adjudication instruments; adjudicator bias and evaluation forms; limitations of music lists and musical approaches allowed; and inequities related to gender, socioeconomic status, social class, and race. Challenges to classroom practice and teacher evaluation are discussed—including the potential disconnect between MPA and 21st century educational values. Implications for music teachers, music teacher educators, festival organizers, and music education association leaders are discussed.