Comparison of traditional measurement and evaluation methods with rubric in piano education: The example of Inönü University

The aim of this research is to compare the rubric scores with the scores which given by co-decision of judging panel on measurement of piano performances.Four teaching staff from each faculty took part in a panel of judges which created for the purpose to measure the piano performances on final exams and performance levels of randomly choosen 16 students from each faculty have been determined by decisions of the judges. Teaching staff measured performances of the students as simultaneous with the judging panel scoring through the rubric which prepared within the scope of the research. The data obtained were analyzed with the help of subject area expert and SPSS program, towards the purposes of this research.Means and standard deviations of rubric scores and judging panel scores, which were obtained as a result of measurement of performances belonging to different groups by independent scorers, were taken in two different faculties; it was concluded that there is a low amount difference between the groups. In addition, it was seen that the rubric scores and panel scores are so close to each other and panel points are a little bit higher than rubric points.In determination of reliability of the rubric, it was investigated that binary correlations between scorers and it was seen that the lowest correlation level is above 0.70; based on this result, one can conclude that the rubric makes reliable measurements.Lastly, as an addition to the positive opinions taken from experts for the purpose of reaching a judgement about validity of rubric, criterion-based validity was investigated; correlation between rubric scores and judgement panel scores that was accepted as a valid criterion was calculated with the help of ?Pearson?s r? and it was seen that the concurrent validity of rubric pointed at a high level of validity about 0.915.After the performances of final exams, feedbacks were given to the students by rubrics; afterwards, various opinions of the students related to the rubric was gathered. Positive opinions of the students were taken about the objectivity of measurements of performances with the rubric, the comprehensibility of the dimensions and level descriptions and effectiveness of the feedback given through the rubric.