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Sung, Kyung Hee; Noh, Eun Hee; Chon, Kyong Hee – Asia Pacific Education Review, 2017
With increased use of constructed response items in large scale assessments, the cost of scoring has been a major consideration (Noh et al. in KICE Report RRE 2012-6, 2012; Wainer and Thissen in "Applied Measurement in Education" 6:103-118, 1993). In response to the scoring cost issues, various forms of automated system for scoring…
Descriptors: Automation, Scoring, Social Studies, Test Items
Alkahtani, Saif F. – ProQuest LLC, 2012
The principal aim of the present study was to better guide the Quranic recitation appraisal practice by presenting an application of Generalizability theory and Many-facet Rasch Measurement Model for assessing the dependability and fit of two suggested rubrics. Recitations of 93 students were rated holistically and analytically by 3 independent…
Descriptors: Generalizability Theory, Item Response Theory, Verbal Tests, Islam
Lengh, Carolyn J. – ProQuest LLC, 2010
This study compares the dependability of four classroom assessment scoring methods. Generalizability theory (G) and alternative decision (D) are used to measure the results of students' classroom assessment scores and compare the results of the four scoring methods on variability of rater by person variance and the level of G and D coefficients…
Descriptors: Generalizability Theory, Scoring, Social Studies, Tests

Clauser, Brian E.; Swanson, David B.; Clyman, Stephen G. – Applied Measurement in Education, 1999
Performed generalizability analyses of expert ratings and computer-produced scores for a computer-delivered performance assessment of physicians' patient management skills. The two automated scoring systems produced scores for the 200 medical students that were approximately as generalizable as those produced by the four expert raters. (SLD)
Descriptors: Comparative Analysis, Computer Assisted Testing, Generalizability Theory, Higher Education

Marzano, Robert J. – Applied Measurement in Education, 2002
Two studies, each involving 10 eighth graders,compared the findings from generalizability (G) studies and alternative decision (D) studies for 4 approaches to scoring classroom assessments. In terms of less rater x person variability and higher G and D coefficients, the methods ranked in this order: topic-specific rubric, constrained point,…
Descriptors: Comparative Analysis, Decision Making, Generalizability Theory, Junior High School Students

Stuhlmann, Janice; Daniel, Cathy; Dellinger, Amy; Denny, R. Kenton; Powers, Taylor – Reading Psychology, 1999
Investigates whether training raters to interpret the scoring dimensions on a rubric would increase reliability. Compares two groups of kindergarten and first-grade teachers: one group with training, one without. Finds that training increases raters' abilities to reliably interpret scoring items. (SC)
Descriptors: Childrens Writing, Comparative Analysis, Generalizability Theory, Grade 1