Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/sage/generalizability-analysis-for-performance-assessments-of-student-fOWTOg2ema
References (9)
-
R. Brennan (1992)
NCME instructional module: Generalizability theory.Educational Measurement: Issues and Practice
-
Xiaohong Gao, R. Shavelson, G. Baxter (1994)
Generalizability of Large-Scale Performance Assessments in Science: Promises and ProblemsApplied Measurement in Education, 7
-
M. Kolen, Bradley Hanson, R. Brennan (1992)
Conditional standard errors of measurement for scale scores using binomial and compund binomial assu -
Linda Crone, Michael Lang, Bobby Franklin, A. Halbrook (1994)
Composite Versus Component Scores: Consistency of School Effectiveness ClassificationApplied Measurement in Education, 7
-
R. Brennan (1983)
Elements of generalizability theory -
Samuel Livingston, C. Lewis (1993)
Estimating the Consistency and Accuracy of Classifications Based on Test ScoresJournal of Educational Measurement, 32
-
(1996)
Generalizability of New Standards Project 1993 Pilot Study Tasks in Mathematics -
R. Mislevy (1994)
Evidence and inference in educational assessmentPsychometrika, 59
-
Richard Shavelson, Noreen Webb (1991)
Generalizability Theory: A Primer
- Publisher
- SAGE
- Copyright
- Copyright © by SAGE Publications
- ISSN
- 0013-1644
- eISSN
- 1552-3888
- DOI
- 10.1177/0013164497057003001
- Publisher site
- See Article on Publisher Site
Abstract
Evidence of the uncertainty attached to school and individual scores is required to avoid over interpretation of results. Generalizability analysis provides in the standard error a suitable indicator of uncertainty. Assessments depart from traditional measurements in ways that require extensions and re interpretatons of generalizability analysis. The authors find, for example, that in many analyses the variance component interpreted as Pupil x Task interaction actually arises in part from instability in pupil performance. It is necessary to recognize in the school-level analysis that pupils are nested in classes and schools. Whether to treat the population of a school's pupils as infinite or as limited to the student body assessed also requires careful consideration.
Journal
Educational and Psychological Measurement – SAGE
Published: Jun 1, 1997