Use of Generalizability Theory Within K-12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature
Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Alt...
Ausführliche Beschreibung
Autor*in: |
Briesch, Amy M [verfasserIn] |
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Sprache: |
Englisch |
Erschienen: |
2016 |
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Nutzungsrecht: © 2016 Taylor & Francis 2016 |
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Enthalten in: Applied measurement in education - Chestnut, Pa.[u.a.] : Routledge, Taylor & Francis Group, 1988, 29(2016), 2, Seite 83 |
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volume:29 ; year:2016 ; number:2 ; pages:83 |
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10.1080/08957347.2016.1138955 |
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10.1080/08957347.2016.1138955 doi PQ20160610 (DE-627)OLC1974077411 (DE-599)GBVOLC1974077411 (PRQ)c1901-38dc0ada0ceb292bcf33730ff9cabf4c07facaf5d488725dd125e28fbaf3cd280 (KEY)0166940020160000029000200083useofgeneralizabilitytheorywithink12schoolbasedass DE-627 ger DE-627 rakwb eng 370 DNB Briesch, Amy M verfasserin aut Use of Generalizability Theory Within K-12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K-12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided. Nutzungsrecht: © 2016 Taylor & Francis 2016 Educational evaluation Decision making Systematic review Chafouleas, Sandra M oth Johnson, Austin oth Enthalten in Applied measurement in education Chestnut, Pa.[u.a.] : Routledge, Taylor & Francis Group, 1988 29(2016), 2, Seite 83 (DE-627)188004599 (DE-600)1268255-X (DE-576)056399685 0895-7347 nnns volume:29 year:2016 number:2 pages:83 http://dx.doi.org/10.1080/08957347.2016.1138955 Volltext http://www.tandfonline.com/doi/abs/10.1080/08957347.2016.1138955 http://search.proquest.com/docview/1776621840 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_4012 AR 29 2016 2 83 |
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Use of Generalizability Theory Within K-12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature |
abstract |
Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K-12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided. |
abstractGer |
Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K-12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided. |
abstract_unstemmed |
Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K-12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided. |
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Use of Generalizability Theory Within K-12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature |
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http://dx.doi.org/10.1080/08957347.2016.1138955 http://www.tandfonline.com/doi/abs/10.1080/08957347.2016.1138955 http://search.proquest.com/docview/1776621840 |
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Chafouleas, Sandra M Johnson, Austin |
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Chafouleas, Sandra M Johnson, Austin |
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doi_str |
10.1080/08957347.2016.1138955 |
up_date |
2024-07-04T03:44:37.107Z |
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