A quantitative analysis of two improvisation assessment instruments

Maud Hickey*, Daniel Healy, Casey Schmidt

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to determine how inter-rater reliability scores for iPad improvisations and clarinet improvisations would compare between two different creativity assessment measures—the Consensual Assessment Technique (CAT) and the Test of Ability to Improvise (TAI). In addition, we examined how the overall and subscore ratings for each measure related to each other. Improvisation files were collected from 43 students who had 2 to 3 years’ experience on the clarinet. Two independent panels of judges rated the improvisations using either the CAT or the TAI. Results showed no relationships between the composite or subscores of the two measures. Inter-rater reliability ratings were moderate, and slightly higher on the TAI than the CAT except for the subscore of creativity, where the CAT reliability scores were higher. Further research is needed to understand the more nuanced differences between these two measures, as well as to find a valid a reliable tool for the measurement of creativity and improvisation for school-aged children.

Original languageEnglish (US)
JournalPsychology of Music
DOIs
StateAccepted/In press - 2021

Keywords

  • assessment
  • creativity
  • creativity assessment
  • improvisation
  • instrumental learning and teaching

ASJC Scopus subject areas

  • Music
  • Psychology (miscellaneous)

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