ERIC Number: ED442858
Record Type: RIE
Publication Date: 2000-Apr-24
Estimating Reliability and Standard Error of Measurement for Complex Reading Comprehension Tests under Generalizability Theory Models.
The purpose of this study was to investigate the relative appropriateness of several procedures for estimating reliability and standard errors of measurement of complex reading comprehension tests. Seven generalizability theory models were conceptualized by incorporating one or several factors of items, passages, themes, contents, and types of passages as sources of score variation. Results indicate that generalizability (reliability-like) coefficients for multivariate generalizability theory models incorporating "contents" and "types of passages" are close to coefficient alpha and, in contrast, incorporating "passages" and "themes" within univariate generalizability theory models produce non-negligible differences in reliability from coefficient alpha. This suggests that passages and themes be considered in evaluating the reliability of test scores for complex reading comprehension tests. (Contains 1 figure, 7 tables, and 15 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).