Abstract
The purpose of this research was to examine grading processes in the college applied studio setting. This research examined grading satisfaction of music performance undergraduates (n = 44) and music performance faculty (n = 11). The purpose was to establish whether the use of a performance rubric increased or decreased grading overall satisfaction in either students or faculty and in three subscales---(1) jury process satisfaction, (2) preparedness, and (3) continuous assessment satisfaction. This research was seeking to indicate whether the use of criteria specific performance rubrics throughout the semester and in the end of semester juries, affected faculty and/or student satisfaction in grading processes.Faculty and students were solicited from three music institutions in Florida by the researcher. Both students and faculty were randomly assigned into a control group that did not use the rubric and an experimental group that did. Their attitudes were pre-tested at the start of the semester and post-tested at the end of the semester. No statistically significant differences were found in either faculty or student attitudes toward grading after the use of the rubrics. Low participation rates from faculty were a weakness in this study but directions for future research should consider defining this group of faculty and pursuing a more qualitative approach to understand performance faculty hesitation in research that studies performance assessment practices.