Journal article
Computerized Adaptive and Fixed-Item Testing of Music Listening Skill: A Comparison of Efficiency, Precision, and Concurrent Validity
Journal of educational measurement, Vol.34(1), pp.43-63
03/1997
DOI: 10.1111/j.1745-3984.1997.tb00506.x
Abstract
We evaluated the efficiency, precision, and concurrent validity of results obtained from adaptive and fixed-item music listening tests in three studies: (a) a computer simulation study in which each of 2,200 simulees completed a computerized adaptive tonal memory test, a computerized fixed-item tonal memory test constructed from items in the adaptive test pool, and two standardized group-administered tonal memory tests; (b) a live testing study in which each of 204 examinees took the computerized adaptive test and the standardized tests; and (c) a live testing study in which randomly equivalent groups took either the computerized adaptive test (n = 86) or the computerized fixed-item test (n = 86). The adaptive music test required 50% to 93% fewer items to match the reliability and concurrent validity of the fixed-item tests, and it yielded higher levels of reliability and concurrent validity than the fixed-item tests when test length was held constant. These findings suggest that computerized adaptive tests, which typically have been limited to visually produced items, may also be well suited for measuring skills that require aurally produced items.
Details
- Title: Subtitle
- Computerized Adaptive and Fixed-Item Testing of Music Listening Skill: A Comparison of Efficiency, Precision, and Concurrent Validity
- Creators
- Walter P. Vispoel - University of IowaTianyou Wang - ACTTimothy Bleiler - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of educational measurement, Vol.34(1), pp.43-63
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1745-3984.1997.tb00506.x
- ISSN
- 0022-0655
- eISSN
- 1745-3984
- Number of pages
- 21
- Language
- English
- Date published
- 03/1997
- Academic Unit
- Center for Advanced Studies in Measurement and Assessment; Psychological and Quantitative Foundations
- Record Identifier
- 9984371280502771
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