Evaluative listening skills and the feasibility of their assessment by means of a forced-choice test
Ladanyi, Johann Georg
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Permalink
https://hdl.handle.net/2142/23710
Description
Title
Evaluative listening skills and the feasibility of their assessment by means of a forced-choice test
Author(s)
Ladanyi, Johann Georg
Issue Date
1989
Department of Study
Education, Tests and Measurements
Music
Education, Music
Discipline
Education, Tests and Measurements
Music
Education, Music
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Tests and Measurements
Music
Education, Music
Language
eng
Abstract
This thesis developed (a) a theory of Evaluative Listening Skills on the basis of Adorno's (1962, 1962/1976) types of musical conduct, and (b) tangible criteria for judging the appropriateness of interpretations. Evaluative Listening Skills (in regard to interpretations) were defined as the ability to make judgements about the value or the appropriateness of an interpretation of music. The interpretation criteria are based on the approach of structural interpretation and focus on the sensible and musical use of expressive means, acceptable levels of intensity employed by the performer, and technical aspects of the performance.
Two empirical studies were performed--the expert and the final study--plus a pilot study. The Evaluative Listening Skills Tests developed for the studies used matched-pair comparisons with three answer choices each.
In the expert study the interpretation criteria were validated. The 43 items rated by 9 experts achieved over 71.6% agreement; 79% were rated in accordance to the interpretation criteria.
The final study investigated the feasibility and properties of an Evaluative Listening Skills Test. The Final Version of the Evaluative Listening Skills Test was administered to 243 subjects--Graduate Music Students, Undergraduate Business Administration Students and High School students attending the Illinois Summer Youth Music camp.
This test was in an appropriate difficulty range for the populations tested. The distributions of the scores of all but the total combined sample are not significantly different from a normal distribution. The test-retest reliabilities were.6255 and.6569 respectively ($p$ $<$.0005). Carry-over effects from one administration of the test to another one are negligible.
The test distinguished significantly between those populations active in music and those who are not ($p$ $<$.0001), and between levels of age/musical schooling of the musically active populations ($p$ $<$.0005).
In summary, the data support the claim that the theory of Evaluative Listening Skills is viable and valid, that Evaluative Listening Skills can be reliably assessed with a forced-choice test, and that the criteria for judging the appropriateness of interpretations underlying the evaluations are valid.
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