Brian C Wesolowski
Biographic Data
| ID | 5872239 |
|---|---|
| NAME | Brian C Wesolowski |
| GIVEN NAMES | Brian C |
| FAMILY NAME | Wesolowski |
| SIGNATURE | WESOLOWSKI B C |
| AFFILIATIONS | The University of Georgia, USA |
| ORCID | 0000-0003-0615-9277 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Structural conditions of inclusion in the instrumental music classroom
Rater Connectedness Affects Student Achievement Estimates and Ordered Rankings in Formal Music Performance Assessments
A persistent concern in music performance assessments is the quality of ratings assigned by judges. Differences in rater judgment are most concerning in cases when student performances are scored by different raters (i.e., disconnected rating designs)—bringing into question the comparability of scores between raters and students. We used data from a formal solo music performance assessment to demonstrate and explore the impact of different data c…
On the quality of professional development in the United States
The purpose of this study was to develop a valid and reliable assessment tool to measure music educators’ participation in and perceptions of their high-quality professional development (PD) experiences. A sample of 450 in-service music educators across the United States completed a 78-item rating scale embedded within 10 domains reflecting high-quality PD criteria: (a) content, (b) evidence/research, (c) coherence, (d) relevance, (e) active lear…
An Examination of Differential Item Functioning in a Rubric to Assess Solo Music Performance
The purpose of this study was to examine differential item functioning (DIF) in a rubric used to assess middle-school solo and ensemble performances. This study was guided by the following research questions: (a) does measurement equivalence for all items exist when used to measure subgroups of students based on their musical instrument? (b) what patterns of differential item functioning effects exist for items when used to measure subgroups of s…
Investigating rater accuracy in the context of secondary-level solo instrumental music performance
In any performance-based musical assessment context, construct-irrelevant variability attributed to raters is a cause of concern when constructing a validity argument. Therefore, evidence of rater quality is a necessary criterion for psychometrically sound (i.e., valid, reliable, and fair) rater-mediated music performance assessments. Rater accuracy is a type of rater quality index that measures the distance between raters’ operational ratings an…
Judgmental Standard Setting
The purpose of this study was to describe the development of content and performance standards for a rubric to evaluate secondary-level solo instrumental music performance using a modified bookmark standard setting procedure. The research questions that guided this study include (1) What are the psychometric qualities of a rubric to evaluate secondary-level solo instrumental music performance? (2) What is the quality of ratings obtained for the s…
Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom
The purpose of this study was to evaluate the psychometric quality (i.e., validity and reliability) of a rating scale to assess pre-service teachers’ lesson plan development in the context of secondary-level music performance classrooms. The research questions that guided this study include: (1) What items demonstrate acceptable model fit for the construct of lesson plan development in the context of a secondary-level music performance classroom?…
The Tight-interlocked Rhythm Section
This study investigates the production and perception of timing, synchronisation and dynamics in jazz trio performances. In a production experiment, six trio combinations of one saxophonist, two bassists, and three drummers were recorded while they performed three popular jazz songs. Onset timing and dynamics of each performer were extracted and analysed. Results showed that the tempo was significantly influenced by the timing of the drummers and…
The Development of a Secondary-Level Solo Wind Instrument Performance Rubric Using the Multifaceted Rasch Partial Credit Measurement Model
The purpose of this study was to describe the development of a valid and reliable rubric to assess secondary-level solo instrumental music performance based on principles of invariant measurement. The research questions that guided this study included (1) What is the psychometric quality (i.e., validity, reliability, and precision) of a scale developed to assess secondary-level solo music performance? (2) Do the proposed items fit the measurement…
Rater fairness in music performance assessment
The purpose of this study was to investigate model-data fit and differential rater functioning in the context of large group music performance assessment using the Many-Facet Rasch Partial Credit Measurement Model. In particular, we sought to identify whether or not expert raters’ ( N = 24) severity was invariant across four school levels (middle school, high school, collegiate, professional). Interaction analyses suggested that differential rate…
The Development of a Secondary-Level Solo Wind Instrument Performance Rubric Using the Multifaceted Rasch Partial Credit Measurement Model
The purpose of this study was to describe the development of a valid and reliable rubric to assess secondary-level solo instrumental music performance based on principles of invariant measurement. The research questions that guided this study included (1) What is the psychometric quality (i.e., validity, reliability, and precision) of a scale developed to assess secondary-level solo music performance? (2) Do the proposed items fit the measurement…
Rater fairness in music performance assessment
The purpose of this study was to investigate model-data fit and differential rater functioning in the context of large group music performance assessment using the Many-Facet Rasch Partial Credit Measurement Model. In particular, we sought to identify whether or not expert raters’ ( N = 24) severity was invariant across four school levels (middle school, high school, collegiate, professional). Interaction analyses suggested that differential rate…
The Tight-interlocked Rhythm Section
This study investigates the production and perception of timing, synchronisation and dynamics in jazz trio performances. In a production experiment, six trio combinations of one saxophonist, two bassists, and three drummers were recorded while they performed three popular jazz songs. Onset timing and dynamics of each performer were extracted and analysed. Results showed that the tempo was significantly influenced by the timing of the drummers and…
The Development of a Secondary-Level Solo Wind Instrument Performance Rubric Using the Multifaceted Rasch Partial Credit Measurement Model
The purpose of this study was to describe the development of a valid and reliable rubric to assess secondary-level solo instrumental music performance based on principles of invariant measurement. The research questions that guided this study included (1) What is the psychometric quality (i.e., validity, reliability, and precision) of a scale developed to assess secondary-level solo music performance? (2) Do the proposed items fit the measurement…
Judgmental Standard Setting
The purpose of this study was to describe the development of content and performance standards for a rubric to evaluate secondary-level solo instrumental music performance using a modified bookmark standard setting procedure. The research questions that guided this study include (1) What are the psychometric qualities of a rubric to evaluate secondary-level solo instrumental music performance? (2) What is the quality of ratings obtained for the s…
Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom
The purpose of this study was to evaluate the psychometric quality (i.e., validity and reliability) of a rating scale to assess pre-service teachers’ lesson plan development in the context of secondary-level music performance classrooms. The research questions that guided this study include: (1) What items demonstrate acceptable model fit for the construct of lesson plan development in the context of a secondary-level music performance classroom?…
Investigating rater accuracy in the context of secondary-level solo instrumental music performance
In any performance-based musical assessment context, construct-irrelevant variability attributed to raters is a cause of concern when constructing a validity argument. Therefore, evidence of rater quality is a necessary criterion for psychometrically sound (i.e., valid, reliable, and fair) rater-mediated music performance assessments. Rater accuracy is a type of rater quality index that measures the distance between raters’ operational ratings an…
An Examination of Differential Item Functioning in a Rubric to Assess Solo Music Performance
The purpose of this study was to examine differential item functioning (DIF) in a rubric used to assess middle-school solo and ensemble performances. This study was guided by the following research questions: (a) does measurement equivalence for all items exist when used to measure subgroups of students based on their musical instrument? (b) what patterns of differential item functioning effects exist for items when used to measure subgroups of s…
On the quality of professional development in the United States
The purpose of this study was to develop a valid and reliable assessment tool to measure music educators’ participation in and perceptions of their high-quality professional development (PD) experiences. A sample of 450 in-service music educators across the United States completed a 78-item rating scale embedded within 10 domains reflecting high-quality PD criteria: (a) content, (b) evidence/research, (c) coherence, (d) relevance, (e) active lear…
Rater Connectedness Affects Student Achievement Estimates and Ordered Rankings in Formal Music Performance Assessments
A persistent concern in music performance assessments is the quality of ratings assigned by judges. Differences in rater judgment are most concerning in cases when student performances are scored by different raters (i.e., disconnected rating designs)—bringing into question the comparability of scores between raters and students. We used data from a formal solo music performance assessment to demonstrate and explore the impact of different data c…
Structural conditions of inclusion in the instrumental music classroom
Diverse Music Education Insights (8 works) · Neuroscience and Music Perception (8 works) · Psychology (8 works) · Developmental psychology (7 works) · Rasch model (7 works) · Mathematics education (5 works) · Rating scale (5 works) · Inter-rater reliability (4 works) · Music education (4 works) · Rubric (4 works)