Development of a melodic achievement test for fourth graders taught by a specific music learning methodology
Hong, Wei
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https://hdl.handle.net/2142/20938
Description
Title
Development of a melodic achievement test for fourth graders taught by a specific music learning methodology
Author(s)
Hong, Wei
Issue Date
1995
Doctoral Committee Chair(s)
Boardman, Eunice
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Tests and Measurements
Education, Music
Education, Elementary
Language
eng
Abstract
The purpose of this study was to develop a melodic achievement test that would evaluate the learning effectiveness of fourth graders taught by the Generative Approach to Music Learning (GAML). The test was designed to seek a full picture of students' achievement by (a) using music examples that were from the students' melodic repertoire, (b) using music examples that were holistic rather than segmented in nature, and (c) using music activities that were typical of students' daily musical activities in the classroom.
The test consisted of two subtests. Subtest I (SIDT) included a describing test; Subtest II (SIIPCT) included a performing test and a creating test. The content of the test--testing objectives, musical examples and test tasks--was validated through GAML experts' evaluation.
The pilot test was administered to 80 students in third, fourth, and fifth grades. The test battery was then revised to focus on the target population of fourth grade by eliminating items with discriminate values lower than.25.
The final test was administered to 86 fourth graders and 61 fifth graders. The intercorrelation of subtests indicated some moderate and low values (.65--.88). It was confirmed that three types of music tasks employed in the three subtests could provide a fuller picture of individual students' achievement of melodic understanding. The split-halve reliability coefficients, ranged from.81 to.93, indicating that the test possessed an acceptable degree of internal consistency. In item analyses, means for p-value for the fourth grade and fifth grade were higher than.50 (.57-.76). Because the test was a criterion-referenced test, higher p-values (than.50) indicated the degree of effectiveness of learning achievement of the tested students. Means for r$\sb{\rm ix}$ for the fourth grade and fifth grade ranged from.32 to.67, indicating an acceptable degree of item discriminative power. Evidence of criterion-related validity was found in the higher correlations between students' scores and teachers' ranking for fourth grade (r =.88) than for fifth grade (r =.75). The difference between the r values may support for the fact that test was criterion-referenced to fourth grade's learning objectives.
Taken as a whole these results provide evidence that the test was reliable and valid for assessing melodic learning achievement of the fourth graders taught by the GAML.
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