KoMus and Kopra-M

Psychometric analysis of two musical competency tests adapted for Norwegian primary school students

Bibliographic Data

ID22166267
AuthorsKirsti Nørstebø (Nord University, corresponding author), Jens Knigge (0000-0002-3910-7716, Nord University)
Year2024
Volume9
Publication date2024-08-16
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2024.1332821
OpenAlexW4401652250
LanguageEN
Citations received1
References cited12

This paper presents Norwegian adaptations of the KoMus and KOPRA-M assessments designed to evaluate music-related competencies. Our research delves into the assessments’ alignment with the curriculum and investigates the psychometric properties of the Norwegian versions using a sample of Norwegian fifth graders (KoMus: N = 374, KOPRA-M: N = 370). Furthermore, it provides practical illustrations of how these item response theory (IRT)–based assessments can be employed, including competency-level examples. The Norwegian short versions of the KoMus and KOPRA-M tests demonstrated robust psychometric characteristics (especially in terms of reliability, model, and item fit), making them promising instruments for the deeper exploration of musical competency within primary and lower secondary school contexts

Curriculum · Item response theory · Linguistics · Mathematics education · Medical education · Musical · Norwegian · Pedagogy · Psychometrics · Applied Psychology · Chemistry · Clinical Psychology · Computer Science · Diverse Music Education Insights · Medicine · Music Therapy and Health · Neuroscience and Music Perception · Psychology

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