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Clauser, Jerome C.; Margolis, Melissa J.; Clauser, Brian E. – Journal of Educational Measurement, 2014
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…
Descriptors: Standard Setting (Scoring), Generalizability Theory, Replication (Evaluation), Cutting Scores
Keller, Lisa A.; Clauser, Brian E.; Swanson, David B. – Advances in Health Sciences Education, 2010
In recent years, demand for performance assessments has continued to grow. However, performance assessments are notorious for lower reliability, and in particular, low reliability resulting from task specificity. Since reliability analyses typically treat the performance tasks as randomly sampled from an infinite universe of tasks, these estimates…
Descriptors: Generalizability Theory, Test Reliability, Performance Based Assessment, Error of Measurement
Raymond, Mark R.; Harik, Polina; Clauser, Brian E. – Applied Psychological Measurement, 2011
Prior research indicates that the overall reliability of performance ratings can be improved by using ordinary least squares (OLS) regression to adjust for rater effects. The present investigation extends previous work by evaluating the impact of OLS adjustment on standard errors of measurement ("SEM") at specific score levels. In…
Descriptors: Performance Based Assessment, Licensing Examinations (Professions), Least Squares Statistics, Item Response Theory
Raymond, Mark R.; Clauser, Brian E.; Furman, Gail E. – Advances in Health Sciences Education, 2010
The use of standardized patients to assess communication skills is now an essential part of assessing a physician's readiness for practice. To improve the reliability of communication scores, it has become increasingly common in recent years to use statistical models to adjust ratings provided by standardized patients. This study employed ordinary…
Descriptors: Generalizability Theory, Physicians, Patients, Least Squares Statistics
Harik, Polina; Clauser, Brian E.; Grabovsky, Irina; Nungester, Ronald J.; Swanson, Dave; Nandakumar, Ratna – Journal of Educational Measurement, 2009
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…
Descriptors: Generalizability Theory, Performance Based Assessment, Performance Tests, Clinical Experience
Clauser, Brian E.; Harik, Polina; Margolis, Melissa J.; McManus, I. C.; Mollon, Jennifer; Chis, Liliana; Williams, Simon – Applied Measurement in Education, 2009
Numerous studies have compared the Angoff standard-setting procedure to other standard-setting methods, but relatively few studies have evaluated the procedure based on internal criteria. This study uses a generalizability theory framework to evaluate the stability of the estimated cut score. To provide a measure of internal consistency, this…
Descriptors: Generalizability Theory, Group Discussion, Standard Setting (Scoring), Scoring
Clauser, Brian E.; Harik, Polina; Margolis, Melissa J. – Journal of Educational Measurement, 2006
Although multivariate generalizability theory was developed more than 30 years ago, little published research utilizing this framework exists and most of what does exist examines tests built from tables of specifications. In this context, it is assumed that the universe scores from levels of the fixed multivariate facet will be correlated, but the…
Descriptors: Multivariate Analysis, Job Skills, Correlation, Test Items