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Abstract
This study examines the adequacy of a general proficiency in music listening for describing how examinees responded to exam questions on various music genres based on an empirical investigation of a public music listening examination. In the Hong Kong Diploma of Secondary Education Examination (HKDSE), Music consists of three mandatory components: listening, performing, and creating. Notably, the listening component is evaluated through a written examination, allowing for objective scoring. A candidate’s performance on this exam has been summarized as a single score, a method that is effective for evaluation purposes, while the underlying conceptualization may oversimplify the depth of knowledge required for assessment. Consequently, we conducted a reevaluation of the HKDSE Music listening test, employing the Rasch testlet model to explore potential multidimensional structures. Our findings highlighted distinctive attributes in questions related to Cantonese opera, setting them apart from others. We discuss the implications of these findings for music assessment.
Published Version
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