Modellbasierte Entwicklung und Analyse von Testaufgaben zur Erfassung der Kompetenz 'Musik wahrnehmen und kontextualisieren'

Abstract

The dissertation was part of project KoMus, a German research project to develop a competency model for music education (competency domain 'perceiving and contextualising music'). The main objective of the present study was the operationalization of the competency model. Applying the (theoretical) model, an expert group of teachers and academics developed a preliminary set of 275 items with high curricular validity. To ensure the suitability and psychometric quality of the items, they were repeatedly piloted in classes with eleven to twelve year-old students. The results of the item analyses (e.g. discrimination, distractor, item difficulty, and item fit analyses), were used for the subsequent item selection. The final item pool (179 items) operationalizes the model structure completely (competency dimensions and levels) and fits the assumptions of item response theory (IRT; Rasch model). Furthermore, in-depth item analyses were carried out to identify task demands. Ten task demands could be systematized into three demand dimensions: item, perception, and knowledge. Regression analyses were used for the empirical validation of the task demands. The results showed a strong influence of the task demands on item difficulty.