<![CDATA[Objectivity in music performance assessment is a persistent methodological challenge in Indonesian junior high school education, where validated assessment instruments and inter-rater calibration protocols remain scarce. Preliminary observations across 10 schools in Surabaya revealed inconsistent scoring practices and a lack of standardized rubrics, indicating a substantive gap between curricular mandates and actual assessment practices. This study aimed to analyze the degree and sources of teacher objectivity in junior high school music performance assessment using the Many-Facet Rasch Model (MFRM). We used a quantitative descriptive-analytical design and collected data from 200 students evaluated by eight teacher-raters using a four-point behaviorally anchored rubric with five performance criteria. FACETS software estimated rater severity, fit statistics, and bias interactions. Results exceeded the threshold for substantive inter-rater differences. Raters produced fit statistics within acceptable boundaries, while statistically significant rater-student bias interactions were identified. The rating scale demonstrated ordered threshold estimates and adequate category functioning. These findings confirm that teacher subjectivity is measurably present and quantifiable through MFRM, contributing a validated rubric instrument and evidence-based scoring framework applicable to music performance assessment in non-Western educational contexts.]]>
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