To use as a guideline for the development of a music aptitude test for 4-6th grade elementary school students in Korea, we evaluated the test items of music aptitude tests widely used in USA, in particular, the Intermediate Measures of Music Audiation (IMMA) and the Musical Aptitude Profile (MAP). IMMA was administered to 570 4th grade students and MAP to 1335 5-6th grade students in Seoul and Taegu, Korea. The reliability of IMMA was .85 for the 4th grade. The reliability of MAP was .82 for the 5th grade and .89 for the 6th grade. The mean of item difficulties of IMMA was .83 and that of MAP was .72. More than 75% of IMMA test items have discriminations below .2, and more than 43% of MAP test items have discriminations below .2. These results are significantly different from those of American students. The evaluations of test items of IMMA and MAP that are of particular interest are as follows. Test items with ascending melodies are more difficult than those with descending melodies. Test items with tied notes, rests, dotted notes, and tripples are more difficult. When two adjacent test items use the same melodies as in MAP, they influence each other. In summary, the reliabilities of both tests are high, but they are too easy for the Korean students and too many items have low discriminations. So it is not appropriate to use both tests for Korean students. More difficult test items such as those discovered in this study should be used for Korean students. The different results between Korean and American students indicate that music aptitude is sensitive to cultural difference, for example, Korean students' exposure to Korean traditional music. Therefore cultural difference should be seriously considered in designing a music aptitude test for Korean students.

Ⅰ. 서론 
Ⅱ. 연구 방법 
1. 연구 대상 
2. 연구 도구 
1) Intermediate Measures of Music Audiation (IMMA) 
2) The Musical Aptitude Profil(MAP) 
3. 연구 절차 
4. 연구분석 방법 
Ⅲ. 결과 및 해석 
1. 평균과 표준편차 
1) IMMA의 평균과 표준편차 
2) NAP의 평균과 표준편차 
2. 신뢰도(Reliability) 
1) 한국학생의 IMMA신뢰도 
2) 한국학생들의 MAP신뢰도 
3. 문항난이도와 변별도(Item Difficulty and Discrimination) 
1) 한국학생들의 IMMA 문항난이도 
2) 한국학생의 IMMA 문항변별도 
3) 한국학생들의 MAP 문항난이도 
4) 한국학생들의 MAP 문항변별도 
5) 내적상관계수(Intercorrelation) 
Ⅳ. 결론 
참고문헌 
영문초록

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