Evaluating Gordon's Primary Measures of Music Audiation with a National Sample: An Examination of Its Psychometric Properties and Usefulness

Autor/in	Bacon, Terrence E.
Titel	Evaluating Gordon's Primary Measures of Music Audiation with a National Sample: An Examination of Its Psychometric Properties and Usefulness
Quelle	(2023), (219 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7999-5
Schlagwörter	Hochschulschrift; Dissertation; Psychometrics; Music; Aptitude Tests; Test Items; Difficulty Level; Comparative Analysis; Scores; Gender Differences; English Language Learners; Individualized Education Programs; Grade 3; Grade 2; Measures (Individuals); New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Psychometry; Psychometrie; Musik; Aptitude test; Eignungsprüfung; Eignungstest; Test content; Testaufgabe; Schwierigkeitsgrad; Geschlechterkonflikt; Individualized education program; Individualisierendes Lernen; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Messdaten
Abstract	The purpose of this study was to investigate developmental music aptitude with a broader sample in order to propose national norms. Research questions were: 1) To what extent are published Primary Measures of Music Aptitude (PMMA) norms different from those established using a current sample? 2) Are there comparative differences in PMMA item difficulties and discriminations between those reported in 1979 and those from the current sample? Are there differences in PMMA scores based on 3) Gender, 4) English Language Learner (ELL) status, and 5) IEP/504 plan status? PMMA norms, created using a small sample from a single school district in Western New York (n = 873), have been criticized as no longer representative of the current population. Gordon's standardization design was replicated using PMMA and anonymous demographic data collected by volunteer teachers from 16 schools across the United States (n = 3357). Results were similar to those of the standardization sample except for Grade 3 students in the present study having lower means across the board. Item difficulties were similar between both samples. Item discriminations for the current sample were considerably different from those in the published manual with the majority having weak or negative discrimination coefficients. No significant differences between genders were observed except for Grade 2 females who performed better than males for the "Rhythm" test and the Composite. When comparing results of ELLs and students not classified, a number of significant differences were noted with non-ELL students performing better. Finally, students not classified with an IEP or 504 plan performed significantly better than students with an IEP or 504 plan in all cases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01