1. The Effect of Self-Assessment and Self-Efficacy on Fourth Graders’ Recorder Performance Achievement
Rebecca E. Boisse

2. Recorders in My Classroom
Recorders are a pre-band instrument
Begin learning in 3rd grade, but do not take them home
Tried small group work last year, but I noticed that groups who needed less instruction on how to practice progressed farther

3. Research Questions
Is there a significant difference in musical achievement between students who are specifically taught self-evaluation activities and those who are not?
Will learning self-evaluation activities affect the students’ self-efficacy in regards to their ability to play the recorder?

4. Setting Tioga Elementary School Bensenville, IL 17-19% White
DuPage County
Around 800 K-5th students
17-19% White
Music 2 times a week for 30 min
70-75% Hispanic
68-74% Low Income
Recorder is an intact unit after winter break
29-54% LEP
12-13% IEP
8% Mobility

5. Participants
4 intact 4th grade classes chosen randomly from 5 sections
Majority of students started recorder in 3rd grade

6. Purpose of Study
The purpose of this study is to determine the effect of self-evaluation training on performance achievement and self-efficacy in elementary recorder students.

7. Method Control group and treatment group of 2 classes each
Week 1: both groups will take pre-test performance exam and complete self-efficacy survey
I will use performance rubric to evaluate performance exam.

8. Self-Efficacy Survey Modified from the Motivated Strategies for Learning Questionnaire
1. I believe I will get a good grade in Music.
2. I’m sure I can get the hard ideas about making music.
3. I'm sure I can learn to play the recorder.
4. I’m sure I can get the hard recorder ideas when my teacher explains them.
5. I'm sure I can do a great job on the recorder playing tests.
6. I think I'll do well in Music.
7. I'm sure I can learn to play the recorder really well.
8. I know learning the recorder is hard, but I still think I can do it.

9. Method Continued…
Weeks 2-7: Treatment Group will receive self-evaluation training and will use an iPad to record a performance of an assigned piece. The student will then watch the recording a fill out the same performance rubric as used in the pre-test.
They will record themselves 3 times with a week of self-evaluation training in-between

10. Method, Continued…
Week 8: Both groups will complete a post-test performance evaluation and self-efficacy survey as they did at the start of the study.

11. Data Analysis - Acheivement
One-way ANOVA for independent samples to compare pre-tests and post-tests between the two groups
One-way ANOVA for correlated samples to compare pre and post-tests within each group to see (hopefully!) growth
If pre-tests are unequal, use a one-way ANCOVA for independent samples

12. Data Analysis – Self-Efficacy
Use Chronbach’s alpha to determine reliability
Mean, Mode, SD of each question
Pearson correlation to measure correlation between self-efficacy score and performance acheivement