Computerized Adaptive and Fixed‐Item Testing of Music Listening Skill: A Comparison of Efficiency, Precision, and Concurrent Validity

Abstract

We evaluated the efficiency, precision, and concurrent validity of results obtained from adaptive and fired‐item music listening tests in three studies: (a) a computer simulation study in which each of 2,200 simulees completed a computerized adaptive tonal memory test, a computerized fired‐item tonal memory test constructed from items in the adaptive test pool and two standardized group‐administered tonal memory tests; (b) a live testing study in which each of 204 examinees took the computerized adaptive test and the standardized tests; and (c) a live testing study in which randomly equivalent groups took either the computerized adaptive test (n = 86) or the computerized fired‐item test (n = 86). The adaptive music test required 50% to 93% fewer items to match the reliability and concurrent validity of the fired‐item tests, and it yielded higher levels of reliability and concurrent validity than the fired‐item tests when test length was held constant. These findings suggest that computerized adaptive tests, which typically have been limited to visually produced items, may also be well suited for measuring skills that require aurally produced items.