In this paper, we introduce the MARKO competency test and competency model, a new measurement instrument for music-related argumentative competence (MARKO: Musikbezogene ARgumentationsKOmpetenz; German for music-related argumentative competence). This competence, which plays an essential role in school curricula, refers to the ability to justify, and defend judgments about music. The two main goals of this study were 1) to design an assessment test for music-related argumentation that fulfills psychometric criteria and 2) to derive competency levels based on empirical data to describe the cognitive dispositions that are necessary when engaging in argumentation about music. Based on a theoretical framework, we developed a competency test to assess music-related argumentative competence. After two pretests (n = 391), we collected data from 440 students from grade nine to the university level. The final test consisted exclusively of open-ended items, which were rated with coding schemes that had been designed for each item. After ensuring inter-rater reliability, we composed an item pool that met psychometric criteria (e.g., local stochastic independence and item homogeneity) and represented content-related aspects in a meaningful way. Based on this item pool, we estimated a one-dimensional partial credit model. Following a standard-setting approach, four competency levels were derived from the empirical data. While individuals on the lowest competency level expressed their own opinions about the music by referring to salient musical attributes, participants on the highest level discussed different opinions on the music, and considered the social and cultural context of the music. The proficiency scores significantly varied between grades. Our findings empirically support some theoretical assumptions about music-related argumentation and challenge others.
This study investigates music-related argumentation in different music genres (rock/pop versus classical music) applying a mixed-methods design with three groups (referred to as novices, semiexperts and experts). Participants were asked to compare two versions of a musical piece and justify their preference in individually written argumentation. Arguments were coded by applying a category system with four main categories, namely, attributes of the musical piece, subjective dimensions, context-specific background knowledge and media-related dimensions. Results of quantitative analyses showed that experts formulated longer arguments, referring to more different categories and mentioning more aspects within these categories. Further, a larger proportion of the experts' arguments referred to context-specific background knowledge and attributes of the musical piece, whereas semi-experts' and novices' argumentation consisted to a larger extent of subjective dimensions. For all analyses, there were no differences concerning the two different music genres. A discriminant analysis showed that the participants' ascribed level of expertise was correctly predicted on the basis of their argumentation in 97.3% of the cases. Therefore, the category system provides an effective instrument for representing and evaluating music-related argumentation. Our findings illustrate quantitative and qualitative differences between arguments and build a starting point for developing innovative intervention approaches for fostering music-related argumentation.We talk about music frequently: after a concert, at an album release or when making music. We compare musical pieces of specific music genres or artists and we argue about different versions of musical pieces by various interpreters. If our interlocutor has a different opinion we may
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