音乐能力测验:结构拓展与分析方式的转换

Musical Ability Tests: Construct Extension and Analytical Transition

从测验结构上,一般音乐能力测验包含基本认知能力、审美能力和创造能力测验。而现代音乐能力测验延伸到奏唱能力、表演交流能力和个体特质测验,从结构上对其进行拓展和完善。另一方面,从分析方式上,教育测验从总结性评价朝形成性评价方向发展。以美国国家评价与教育计划(NAEP)为例对测验项目进行属性层面的分析,证明了音乐能力认知诊断测验(CDA)的可能性。未来的研究应注意音乐能力测验结构的完整性和系统性,并将音乐能力认知诊断测验应用到实际当中。

In the aspect of test construct, the classic musical ability tests, containing subtests of basic cognitive ability, aesthetic ability, and creativity ability, have transited to the very mode ones also including playing an instrument or singing, performance and communication ability, and personal quality as extension. Analytic method, on the other hand, has turned its direction from the traditional summative assessment towards formative assessment, in which the cognitive diagnose assessment （CDA） has been proved to be feasible by analyzing items of National Assessment of Educational Progress （NAEP） on attribute level. Future researches should allot more attention on integrity and coherence of musical ability tests, and on applying CDA in practice.