A Study on Developing an Achievement Test for Fine Arts High School Guitar Lessons

Bu araştırmada, Güzel Sanatlar Liseleri (GSL) Müzik Bölümü’nde gerçekleştirilen gitar eğitiminde kullanılabilecek, geçerliği ve güvenirliği yüksek, 9, 10, 11 ve 12. sınıf gitar derslerine yönelik başarı testlerinin geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda, pilot uygulamanın gerçekleştirildiği GSL’de uygulanan 2016–2017 eğitim-öğretim yılı Gitar Dersi Öğretim Programı ünite, konu ve kazanımları ile 9, 10, 11 ve 12. sınıf gitar ders kitaplarında yer alan ders anlatımları incelenerek 9. sınıflar için 40, 10, 11 ve 12. sınıflar için 35’er maddeden oluşan 4 adet başarı testi hazırlanmıştır. Hazırlanan testlerin görünüş, kapsam ve yapı geçerliği için uzman görüşleri alınmış, alınan görüşler doğrultusunda test maddelerinde gerekli düzeltmeler yapılarak 2016–2017 eğitim-öğretim yılında 7 GSL’de öğrenim gören 79 gitar öğrencisiyle pilot uygulaması gerçekleştirilmiştir. Nicel araştırma yöntemlerinden tarama deseni kullanılarak gerçekleştirilen bu araştırmada, pilot uygulama sonucunda toplanan veriler analiz edilmiş ve test geliştirme süreci sonunda 28 maddeden oluşan 9. Sınıf Gitar Dersi Başarı Testi, 19 maddeden oluşan 10. Sınıf Gitar Dersi Başarı Testi, 25 maddeden oluşan 11. Sınıf Gitar Dersi Başarı Testi ve 18 maddeden oluşan 12. Sınıf Gitar Dersi Başarı Testi geliştirilmiştir.

Purpose: This study aims to develop achievement tests for 9th, 10th, 11th and 12th-grade guitar lessons with high validity and reliability, which can be used in guitar education in music departments of Fine Arts High Schools.
Design/Methodology/Approach: In this study, which was carried out using the survey design, one of the quantitative research methods, the units, subjects and outcomes of the guitar lessons in the curriculum of the Fine Arts High School where this study was carried out were examined along with the lectures and textbooks, and four different achievement tests were developed for each grade. The achievement test for 9th graders consisted of 40 items, while the 10th, 11th and 12th had 35 items. Expert opinions were taken for the design, scope and structure validity of the prepared tests and corrections were made in the test items in line with the feedback from the experts. The tests were applied with 79 guitar students studying at seven different Fine Arts High Schools in 2016-2017.
Findings: The data collected due to the test application were analyzed. The achievement test of 9th grade, which initially consisted of 40 items, was finalized to have 28 items, the reliability coefficient was α = .912, the average item difficulty index was p= 0.59. The achievement test for the 10th-grade guitar lesson, which initially consisted of 35 items, was revised to have 19 items; in the end, the reliability coefficient was α = 879, the average item difficulty index was p= 0.55. The achievement test for the 11th-grade guitar lesson was prepared as 35 items, but the number of final items was 25, the reliability coefficient was α =.868, the average item difficulty index was p= 0.60. The 12th-grade guitar lesson achievement test was prepared as 35 items; the number of final items was 18, the reliability coefficient was α = .865, and the average item difficulty index was p = 0,50.
Highlights: All achievement tests developed for guitar training were conducted at the undergraduate level when the literature was examined. It is thought that this study will contribute to the field in the secondary education level Fine Arts High School instrument training in the field of guitar lessons and will positively affect the quality of the guitar lessons at Fine Arts High Schools.