Estimates of various variance components, universe score variance, measurement error variances, and generalizability coefficients, like all statistics, are subject to sampling variability, particularly in small samples. Such variability is quantified traditionally through estimated standard errors and/or confidence intervals. The paper derived new…

Under the generalizability-theory (G-theory) framework, the estimation precision of variance components (VCs) is of significant importance in that they serve as the foundation of estimating reliability. Zhang and Lin advanced the discussion of nonadditivity in data from a theoretical perspective and showed the adverse effects of nonadditivity on…

The credibility of standard-setting cut scores depends in part on two sources of consistency evidence: intrajudge and interjudge consistency. Although intrajudge consistency feedback has often been provided to Angoff judges in practice, more evidence is needed to determine whether it achieves its intended effect. In this randomized experiment with…

Evidence of stable standard setting results over panels or occasions is an important part of the validity argument for an established cut score. Unfortunately, due to the high cost of convening multiple panels of content experts, standards often are based on the recommendation from a single panel of judges. This approach implicitly assumes that…

Generalizability theory and analysis of variance methods are employed, together with the concept of objective time pressure, to estimate response time distributions and the degree of time pressure in timed tests. By estimating response time variance components due to person, item, and their interaction, and fixed effects due to item types and…

The present study examined the long-term usefulness of estimated parameters used to adjust the scores from a performance assessment to account for differences in rater stringency. Ratings from four components of the USMLE[R] Step 2 Clinical Skills Examination data were analyzed. A generalizability-theory framework was used to examine the extent to…

An approach called generalizability in item response modeling (GIRM) is introduced in this article. The GIRM approach essentially incorporates the sampling model of generalizability theory (GT) into the scaling model of item response theory (IRT) by making distributional assumptions about the relevant measurement facets. By specifying a random…

Reviews the criticisms of sampling assumptions in generalizability theory (and in reliability theory) and examines the feasibility of using representative sampling, stratification, homogeneity assumptions, and replications to address these criticisms. Suggests some general outlines for the conduct of generalizability theory studies. (SLD)

Studied three procedures for estimating the standard errors of school passing rates using a generalizability theory model and considered the effects of student sample size. Results show that procedures differ in terms of assumptions about the populations from which students were sampled, and student sample size was found to have a large effect on…

Studied the effects of items, passages, contents, themes, and types of passages on the reliability and standard errors of measurement for complex reading comprehension tests using seven different generalizability theory models. Results suggest that passages and themes should be taken into account when evaluating the reliability of test scores for…

Studied the appropriateness and implications of incorporating a testlet definition into the estimation of procedures of the conditional standard error of measurement (SEM) for tests composed of testlets. Simulation results for several methods show that an item-based method using a generalizability theory model provided good estimates of the…

These analyses suggest that if a criterion-referenced test had a reliability (defined in terms of internal consistency) below 0.5, a simple a priori procedure would provide better estimates of students' universe scores than would individual observed scores. (Author/LMO)

Generalizability theory is used to show that the assumption that reliability for groups is greater than that for persons (and that error variance for groups is less than that for persons) is not necessarily true. Examples are provided from course evaluation and performance test literature. (SLD)

Used generalizability theory to assess the impact of using independent, randomly equivalent groups of experts to develop scoring algorithms for computer simulation tasks designed to measure physicians' patient management skills. Results with three groups of four medical school faculty members each suggest that the impact of the expert group may be…

The use of item response theory models for analyzing the results of judgmental standard setting studies (the Angoff technique) for establishing minimum pass levels is discussed. A comparison of three methods indicates the traditional approach may not be best. A procedure based on generalizability theory is suggested. (GDC)