Theoretical/Pedagogical BackgroundLarge-scale music assessment systems serve as critical benchmarks for artistic development, yet their validity hinges on scientific evaluation frameworks. The Shanghai Musicians Association’s piano grading system—administered to tens of thousands of candidates annually—faces persistent challenges: ambiguous criteria (e.g., undefined “expressiveness”), overlapping dimensions (e.g., rhythmic stability vs. pulse control), and structural gaps (e.g., absence of psychological adaptability metrics). These deficiencies compromise inter-rater reliability (37% score variation) and undermine the system’s pedagogical utility as a diagnostic tool, necessitating evidence-based reconstruction.Approach/Modes of InquiryThis study employed a dual-methodology to develop a behaviorally anchored, dimensionally exclusive assessment framework. Fourteen veteran examiners participated in semi-structured interviews, revealing critical flaws through thematic analysis. Subsequently, a three-round Delphi validation achieved 92.9% consensus on revised criteria. The process established three core dimensions: Technical Proficiency (subdivided into precision, velocity, and coordination), Musicality (phrasing, tonal control, stylistic interpretation), and Performance Integrity (psychological resilience, execution consistency). Each criterion was operationally defined with quantifiable thresholds (e.g., tempo deviation ≤5%) and mutually exclusive behavioral indicators.Results and Summary of Main IdeasThe reconstructed framework eliminated all redundancies (0% overlap vs. 43% in original) and introduced previously absent dimensions. Key innovations include:Behavioral Anchoring: Concrete descriptors replaced abstract terms (e.g., “tonal control” specified as “dynamic gradation within pp to ff range”).Diagnostic Precision: Differentiated technical deficiencies (e.g., uneven scales) from performance anxiety manifestations.Holistic Coverage: Integrated psychological adaptability as a measurable competency.Pilot implementation reduced inter-rater discrepancies by 41% and enhanced score validity.Conclusions and Implications for Music EducationThis study delivers a validated model for music assessment reform, demonstrating how expert consensus can transform ambiguous criteria into actionable pedagogical tools. The framework’s dimensionally exclusive structure and behavioral indicators offer transferable methodologies for global music examination systems. By establishing quantifiable thresholds and psychological metrics, it advances assessment objectivity while preserving artistic subjectivity. The findings advocate for reimagining large-scale music evaluations not merely as pass/fail mechanisms, but as diagnostic instruments that guide targeted pedagogical interventions—ultimately fostering more equitable and developmentally oriented music education ecosystems.