Journal article
Computerized-Adaptive and Self-Adapted Music Listening Tests: Psychometric Features and Motivational Benefits
Applied measurement in education, Vol.7(1), pp.25-51
01/01/1994
DOI: 10.1207/s15324818ame0701_4
Abstract
In this study, we compared the efficiency, reliability, validity, and motivational benefits of computerized-adaptive and self-adapted music-listening tests (referred to hereafter as CAT and SAT, respectively). Junior high school general music students completed a tonal memory CAT, a tonal memory SAT, standardized music aptitude and achievement tests; and questionnaires assessing test anxiety, demographics, and attitudes about the CAT and SAT. Standardized music test scores and music course grades served as criterion measures in the concurrent validity analysis. Results showed that the SAT elicited more favorable attitudes from examinees and yielded ability estimates that were higher and less correlated with test anxiety than did the CAT. The CAT, however, required fewer items and less administration time to match the reliability and concurrent validity of the SAT and yielded higher levels of reliability and concurrent validity than the SAT when test length was held constant. These results reaffirm important tradeoffs between the two administration procedures observed in prior studies of vocabulary and algebra skills, with the SAT providing greater potential motivational benefits and the CAT providing greater efficiency. Implications and questions for future research are discussed.
Details
- Title: Subtitle
- Computerized-Adaptive and Self-Adapted Music Listening Tests: Psychometric Features and Motivational Benefits
- Creators
- Walter P. VispoelDon D Coffman
- Resource Type
- Journal article
- Publication Details
- Applied measurement in education, Vol.7(1), pp.25-51
- Publisher
- Lawrence Erlbaum Associates, Inc
- DOI
- 10.1207/s15324818ame0701_4
- ISSN
- 0895-7347
- eISSN
- 1532-4818
- Language
- English
- Date published
- 01/01/1994
- Academic Unit
- School of Music; Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371265502771
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