Measuring Creativity in Music Composition - A comparison of teacher and student raters using the Consensual Assessment Technique

This study investigates the suitability of the Consensual Assessment Technique (CAT) in measuring creativity in the General Certificate of Secondary Education music compositions of student’s aged 15–16. For a music teacher, a key element of assessment is soliciting creative responses (products), which are authentic representations of musical creativity. The method of assessing music creativity here is categorized as summative assessment and is one of the most widely used and accepted methods of judging creative acts in situ. This project builds on empirical research regarding CAT’s use in music education. The CAT has become a standard research method in assessing creative products; however, it is not applied consistently across the field. This study examines whether music teachers (experts) and students (gifted novices) can use CAT to achieve an appropriate level of inter-rater agreement when judging a heuristic music composition for creativity. CAT has not been previously used to measure self and peer assessment with secondary school students in music composition. This study found music teachers and students to be highly reliable. This further supports music teachers’ as appropriate judges of student creativity and also acknowledges students who have received adequate support in creativity assessment to be reliable raters. Keywords: Music Composition, Consensual Assessment Technique (CAT), Self-Assessment, Peer Assessment, Creativity.本研究探讨了共识评估技术（Consensual Assessment Technique，CAT）在评估15至16岁学生的普通中等教育证书音乐作品创造力中的适用性。对于音乐教师而言，评估的核心环节之一是征集能够真实反映音乐创造力的创造性成果（作品）。本次研究所采用的音乐创造力评估方法属于终结性评估，是当前应用最广泛、认可度最高的当场创造性行为评判方法之一。本项目基于有关CAT在音乐教育中应用的实证研究开展。共识评估技术现已成为评估创造性作品的标准研究方法，但在该领域内其应用并未形成统一规范。本研究旨在探讨音乐教师（专家）与学生（具备天赋的初学者）在通过CAT评判一篇启发式音乐作品的创造力时，能否达成合理的评分者一致性水平。此前尚未有研究将CAT应用于评估中学生在音乐创作中的自我评估与同伴评估行为。本研究结果显示，音乐教师与学生均具备较高的评估可靠性。这进一步佐证了音乐教师可作为学生创造力的合格评判者，同时也表明，在创造力评估环节接受过充分指导的学生，同样能够成为可靠的评分者。关键词：音乐创作、共识评估技术（CAT）、自我评估、同伴评估、创造力。

搜集汇总

背景与挑战

背景概述

该数据集通过共识评估技术（CAT）测量15-16岁学生音乐创作中的创造力，比较了教师（专家）和学生（有天赋的新手）的评分可靠性。研究发现，教师和学生均能达成高水平的评分一致性，支持教师作为创造力评估的合适裁判，并表明学生在适当支持下也能成为可靠评分者。数据集包含原始评分数据、调查表格和图表，适用于音乐教育、创造力评估和评分者一致性研究。