Effective Practice

2007 ◽  
Vol 55 (4) ◽  
pp. 359-375 ◽  
Author(s):  
Peter Miksza
Keyword(s):  
Performance Ratings ◽  
Performance Achievement ◽  
Practice Behaviors ◽  
Self Reports ◽  
Interjudge Reliability ◽  
Wind Players ◽  
And Performance ◽  
Practice Efficiency ◽  
Repeat Measure ◽  
Practice Habits

The primary goal of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and performance achievement of high school wind players (N = 60). Participants practiced in three 25-minute sessions, rated their practice efficiency following each day, and completed a practice survey. Participants performed a researcher-composed étude six times across the duration of the study. Performances were rated using objective and subjective criteria. Practice sessions were observed for frequencies of selected practice behaviors. Interjudge reliability for performance ratings and observations was acceptable to high. A significant change (p < .001) in performance achievement was detected over time (d = .85). The behaviors exhibited the most were repeat measure, repeat section, and marks part. Significant correlations were found: (a) among the behaviors repeat section, whole-part-whole, and slowing; (b) between performance achievement and the behaviors repeat section, whole-part-whole, slowing, and skipping directly to or just before critical musical sections of the étude; and (c) between performance achievement and self-reports of percentage of time spent on formal and informal practice and use of metronome. Self-evaluations of practice efficiency were strongly related to performance achievement scores at day one, less so at day two, and not at all on day three. Lastly, several small relationships were also found between self-reported practice habits and observed practice behaviors.

Relationships among Impulsiveness, Locus of Control, Sex, and Music Practice

2006 ◽  
Vol 54 (4) ◽  
pp. 308-323 ◽  
Author(s):  
Peter Miksza
Keyword(s):  
Locus Of Control ◽  
Practice Session ◽  
Significant Interaction Effect ◽  
Performance Achievement ◽  
Music Practice ◽  
Practice Behaviors ◽  
Significant Relationships ◽  
Posttest Performance ◽  
And Performance ◽  
Group B

This study is an investigation of relationships among impulsiveness, locus of control, sex, observed practice behaviors, practice effectiveness, and self-reported practice habits in a sample of 40 college brass players. Practice effectiveness was defined by the amount of change in pretest and posttest performance achievement scores over one 23-minute practice session. Each subject's practice session was analyzed for frequency of practice behaviors. Measures included the Eysenck Impulsiveness Questionnaire for Adults (1985), the Nowicki-Duke Locus of Control Scale for Adults (1974), and a researcher-designed practice questionnaire. Results indicated (a) a significant interaction effect (p < . 01) between performance achievement and impulsiveness, with subjects in the low-impulsive group outperforming those in the high-impulsive group; (b) a significant relationship (p < . 01) between subjects' locus of control and impulsiveness scores; (c) no significant differences (p > .05) in impulsiveness, locus of control, or performance achievement by sex; (d) significant relationships (p < .05) between performance achievement and the observed practice behaviors "repeat section, " "whole-part-whole, " "marks part, " and "varying pitch"; and (e) no significant relations (p > .05) between amount of time spent playing during the practice session in the study and performance achievement.

Measurement of Instrumental and Vocal Undergraduate Performance Juries Using a Multidimensional Assessment Rubric

2009 ◽  
Vol 57 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Charles R. Ciorba ◽  
Neal Y. Smith
Keyword(s):  
Music Performance ◽  
Assessment Tools ◽  
Applied Music ◽  
Performance Achievement ◽  
Multidimensional Assessment ◽  
Solo Music ◽  
Interjudge Reliability ◽  
Specific Assessment ◽  
High Level ◽  
Assessment Rubric

Recent policy initiatives instituted by major accrediting bodies require the implementation of specific assessment tools to provide evidence of student achievement in a number of areas, including applied music study. The purpose of this research was to investigate the effectiveness of a multidimensional assessment rubric, which was administered to all students performing instrumental and vocal juries at a private Midwestern university during one semester ( N = 359). Interjudge reliability coefficients indicated a moderate to high level of agreement among judges. Results also revealed that performance achievement was positively related to participants' year in school (freshman, sophomore, junior, and senior), which indicates that a multidimensional assessment rubric can effectively measure students' achievement in the area of solo music performance.

The Future of Performance Ratings: Collected Thoughts From Six Emerging Scholars

2016 ◽  
Vol 9 (2) ◽  
pp. 334-337
Author(s):  
Andrew M. Bleckman ◽  
Sarah N. Guarino ◽  
Wesley Russell ◽  
Eileen C. Toomey ◽  
Paul M. Werth ◽  
...  
Keyword(s):  
Performance Appraisal ◽  
Work Performance ◽  
Performance Ratings ◽  
Final Examination ◽  
Next Generation ◽  
General Survey ◽  
The Future ◽  
And Performance ◽  
Appraisal Processes

During the fall 2015 semester, I (i.e., the last author of this response) taught a doctoral seminar on performance appraisal. Although this course was a general survey of research and theory regarding work performance and performance appraisal processes and methods, we also talked extensively about the value of performance ratings to organizations, raters, and ratees. It was indeed serendipitous that this focal article came out when it did. As part of the final examination requirements (and, admittedly, as a pedagogical experiment), I asked the six PhD students in this course (i.e., the first six authors of this response) to read and respond to the Adler et al. (2016) debate regarding the relative merits of performance ratings. To highlight the perspectives of this next generation of industrial and organizational psychologists, I have collected here various representative comments offered by each of these emerging scholars on this issue.

Use of the MMPI-2 to predict the employment continuation and performance ratings of recently hired police officers

1998 ◽  
Vol 13 (1) ◽  
pp. 40-44 ◽  
Author(s):  
William U. Weiss ◽  
Gerald Serafino ◽  
Ann Serafino ◽  
Walt Willson ◽  
Steve Knoll
Keyword(s):  
Police Officers ◽  
Performance Ratings ◽  
And Performance

scholarly journals Observational and Reported Measures of Language and Pragmatics in Young People with Autism: A Comparison of Respondent Data and Gender Profiles

2019 ◽  
Vol 50 (3) ◽  
pp. 812-830 ◽  
Author(s):  
Alexandra Sturrock ◽  
Antonia Marsden ◽  
Catherine Adams ◽  
Jenny Freed
Keyword(s):  
Autism Spectrum ◽  
Multiple Informants ◽  
Typically Developing ◽  
Accurate Identification ◽  
Clinical Observations ◽  
Self Reports ◽  
And Performance ◽  
And Gender ◽  
Performance Intelligence Quotient ◽  
Better Than

AbstractFemale children with autism spectrum disorder (FwASD) and performance intelligence quotient (PIQ) over 70 were compared with male children with ASD (MwASD) and typically developing (TD) controls (age 8–11 years) using a range of language and pragmatic measures. Functional ability was assessed using clinical observations and parent, teacher and self-reports. Results were compared between measures, and with direct assessments of language and pragmatics, in order to identify potential biases. This study found that FwASD performed better than MwASD but worse than TD controls on clinical observations of pragmatic ability. FwASD also performed worst overall on a parental measure of emotions. Additionally, there were patterns of differences between clinician, parent, teacher and self- reports and direct assessments, which indicate the need for assessment data to be collected from multiple informants. Findings also have implications for the accurate identification of ASD in females and appropriate provision of support.

Academic Job Involvement and Performance: Another Look

1985 ◽  
Vol 57 (3) ◽  
pp. 1007-1012 ◽  
Author(s):  
Samuel Rabinowitz
Keyword(s):  
Business Students ◽  
Job Involvement ◽  
Performance Ratings ◽  
Final Grade ◽  
Upper Level ◽  
And Performance ◽  
The Relationship

The relationship between academic job involvement and performance was explored in a sample of 80 upper-level business students. Data relating to academic job involvement (a modification of a job-involvement measure), final grade, GPA, performance ratings for self and peers, number of absences, and effort were collected. Significant correlations were .24 between academic job involvement and final grade, -.26 number of absences, and .34 effort. These results are discussed in light of prior research and implications for further exploration are identified.

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