Based on the results of a generalizability study (G study) of measures of teacher knowledge for teaching mathematics developed at The National Center for Research, on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles, this report provides evidence that teachers are better at drawing reasonable…

This study evaluated the impact of unequal reliability on test equating methods in the nonequivalent groups with anchor test (NEAT) design. Classical true score-based models were compared in terms of their assumptions about how reliability impacts test scores. These models were related to treatment of population ability differences by different…

lllustrates a link between the multiple-rater kappa of J. Fleiss (1971) or other analogues and the generalizability (G) coefficient for a single facet design, and discusses the use and interpretation of G theory in the study of interrater agreement when data are measured on a nominal scale. (SLD)

Describes a Statistical Analysis System (SAS) MACRO for computing various indices of interrater agreement, including a new generalizability coefficient, for categorical data in a single-facet, crossed design. (Author/SLD)

This paper explains how different factors affect classical reliability estimates, such as test-retest, interrater, internal consistency, and equivalent forms coefficients. The limitations of classical test theory are explored, and the advantages of generalizability theory are discussed. Concrete examples are used. (SLD)

With increasing interest in studies evaluating treatment outcome in children with attention deficit hyperactivity disorder (ADHD), there is a need for treatment-sensitive instruments that are feasible, yield valid and reliable scores, and measure outcome in a "time-locked" and "situation- and symptom-specific" manner. These instruments are needed…

A structural equation modeling approach to scale reliability evaluation can be employed to estimate generalizability theory indexes in settings where sampling of subjects and conditions is carried out. In one- and two-facet crossed designs, it is demonstrated how this method can be used to obtain estimates of relative generalizability…

Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent…

The use of face-to-face interviews is controversial for college admissions decisions in light of the lack of availability of validity and reliability evidence for most college admission processes. This study investigated reliability and incremental predictive validity of a face-to-face postgraduate college admission interview with a sample of…

This paper presents a large-scale, comprehensive test of generalized trust across 31 nations. I pay particular attention to the theory and measurement of voluntary associations in promoting trust, hypothesizing that voluntary associations connected to other voluntary associations are more beneficial for the creation of generalized trust than…

Generalizability theory provides a technique for accurately estimating the reliability of measurements. The power of this theory is based on the simultaneous analysis of multiple sources of error variances. Equally important, generalizability theory considers relationships among the sources of measurement error. Just as multivariate inferential…

The relationship between generalizability and validity is explained, making four important points. The first is that generalizability coefficients provide upper bounds on validity. The second point is that generalization is one step in most interpretive arguments, and therefore, generalizability is a necessary condition for the validity of these…

In the first part of this paper we discuss the feasibility of using Generalizability (G) Theory to examine the dependability of concept map assessments and to design a concept map assessment for a particular practical application. In the second part, we apply G theory to compare the technical qualities of two frequently used mapping techniques:…

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…

Discusses the hierarchical rater model (HRM) of R. Patz (1996) and shows how it can be used to scale examinees and items, model aspects of consensus among raters, and model individual rater severity and consistency effects. Also shows how the HRM fits into the generalizability theory framework. Compares the HRM to the conventional item response…