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Direct linkMurphy, Daniel L.; Beretvas, S. Natasha – Applied Measurement in Education, 2015
This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…
Descriptors: Teacher Effectiveness, Comparative Analysis, Hierarchical Linear Modeling, Test Theory
Brennan, Robert L. – Applied Measurement in Education, 2011
Broadly conceived, reliability involves quantifying the consistencies and inconsistencies in observed scores. Generalizability theory, or G theory, is particularly well suited to addressing such matters in that it enables an investigator to quantify and distinguish the sources of inconsistencies in observed scores that arise, or could arise, over…
Descriptors: Generalizability Theory, Test Theory, Test Reliability, Item Response Theory
Puhan, Gautam; Sinharay, Sandip; Haberman, Shelby; Larkin, Kevin – Applied Measurement in Education, 2010
Will subscores provide additional information than what is provided by the total score? Is there a method that can estimate more trustworthy subscores than observed subscores? To answer the first question, this study evaluated whether the true subscore was more accurately predicted by the observed subscore or total score. To answer the second…
Descriptors: Licensing Examinations (Professions), Scores, Computation, Methods
