Abstract
This chapter explores the links between ipsative assessment and self-regulated music practice. It presents results from a study in which 16 college-level classical guitarists learned the same piece of music for ten practice sessions. On four occasions they recorded a rehearsal performance of the piece on camera and provided self-evaluative comments afterwards. On the day following each recording, half the participants watched the video of their own performance and provided self-evaluative comments once again, while the other half did not. We analysed all the self-evaluative comments to look for evidence of ipsative assessment and compared the two groups. We found that the video feedback group made more ipsative comments and also the higher-performing musicians seemed to be more naturally inclined to engage in some form of ipsative assessment. We conclude that the use of video feedback as a pedagogical tool offers strong potential to promote self-regulation and ipsative self-assessment, both of which have been associated with effective instrumental learning and teaching.
Published Version
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