The Major Skill course forms a core component of undergraduate music curricula, serving as a primary space for cultivating technical performance, artistic expression, and professional preparedness. This developmental project aims to design an assessment framework that is clear, transparent, and aligned with students’ progression in competencies across academic years—encompassing technical proficiency, interpretative depth, and personalized learning contexts.

The process involved reviewing the institute’s existing assessment system, conducting comparative analyses with international standards (e.g., ABRSM, Trinity, LCM), and facilitating collaborative workshops with faculty members. These steps informed the creation of a new structure based on the TC3.1–TC3.4 framework, which outlines progression from foundational skills to artistic mastery. The new model integrates pedagogical and andragogical principles to support participatory learning and development-oriented assessment. The result is an assessment system that defines year-specific expectations through Rank Mapping, applies context-sensitive evaluator proportions, and provides adaptable tools for practical implementation. The framework not only enhances the quality and consistency of teaching and learning but also contributes to a more systematic and meaningful approach to competency development at the Princess Galyani Vadhana Institute of Music.