The Theoretical Relationship between Item Difficulty and The “In Doubt” Response in Music Tests

Abstract

The Musical Aptitude Profile (MAP) and the Iowa Tests of Music Literacy (ITML) were administered to 90 fourth-grade students to investigate the theoretical validity of the relationship between use of the “in doubt” response and item difficulty. The purpose of the study was to question Gordon's (the author of the test battery) theory that the use of the “in doubt” response increases as item difficulty increases. Statistically significant correlations between use of the “in doubt” response and item difficulty were found for all total tests of both batteries, the ITML Tonal subtest, Reading Recognition, and the MAP Tonal subtest, Harmony. No significant correlation coefficients were found for any of the Rhythm subtests. When the mean use of the “in doubt” response for items of extreme difficulty-very easy and very difficult—were compared, all mean differences were statistically significant except for the MAP Rhythm subtest, Meter, and the ITML Tonal subtest, Aural Perception.

Keywords

aptitude assessment music achievement tests psychology test development

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