Adjudicated performances have been a component of music education for more than a century, and the policies and structures associated with these events intersect with curriculum, instruction, and teacher evaluation. The purpose of this study was to describe state-organized large group performance evaluation (LGPE) practices for high school bands, choirs, and orchestras across the United States. We asked the following research questions: (a) How prevalent are state-organized LGPEs in the United States? (b) What organizations administer them? (c) How common are sight-reading requirements, use of prescribed music lists, and piece difficulty rules in the structures of state-organized LGPEs? and (d) How common are adjudicator training, comments-only options, and score availability at state-organized LGPEs? We found that most states had state-organized processes, and most were administered by music education organizations whose leadership was comprised of practicing and retired teachers. Choral educators generally had more flexibility than band and orchestra teachers in terms of prescribed music lists and repertoire difficulty. Adjudication training practices were inconsistent across states and ensemble types. The pervasive nature of LGPE participation in the ensemble setting has implications for educators’ ability to align with the National Association for Music Education’s curriculum standards and equity-based strategic plan.

中文翻译：

---

美国大团体绩效评估


一个多世纪以来，评审表演一直是音乐教育的组成部分，与这些活动相关的政策和结构与课程、教学和教师评估相互交叉。本研究的目的是描述美国各地高中乐队、合唱团和管弦乐团的国家组织大型团体表演评估 (LGPE) 实践。我们提出了以下研究问题： (a) 国家组织的 LGPE 在美国有多普遍？ （b）哪些组织负责管理它们？ (c) 在国家组织的 LGPE 结构中，视奏要求、指定乐谱的使用以及乐曲难度规则有多常见？ (d) 国家组织的 LGPE 中评审员培训、仅限评论选项和分数可用性有多普遍？我们发现大多数州都有国家组织的流程，并且大多数由音乐教育组织管理，其领导层由执业教师和退休教师组成。在规定的音乐列表和曲目难度方面，合唱教育者通常比乐队和管弦乐队教师具有更大的灵活性。各州和团体类型的裁判培训实践不一致。 LGPE 参与合奏的普遍性对教育工作者与国家音乐教育协会的课程标准和基于公平的战略计划保持一致的能力产生了影响。