Direct Behavior Rating-Multi-Item Scales (DBR-MIS) have been developed as formative measures of behavioral assessment for use in school-based problem-solving models. Initial research has examined the dependability of composite scores generated by summing all items comprising the scales. However, it has been argued that DBR-MIS may offer assessment…

We report findings of two exploratory validation studies of a revised instrument: the "Student Risk Screening Scale for Early Childhood" version (SRSS-EC). The SRSS-EC was modified to reflect characteristics of externalizing and internalizing behaviors manifested by preschool-age children. In Study 1, we explored the reliability of…

Assessing conceptual understanding of foundational topics before instruction on higher-order concepts can provide chemical educators with information to aid instructional design. This study provides an instrument that can be used to identify students' alternative conceptions regarding thermochemistry concepts. The Thermochemistry Concept Inventory…

Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent…

The history of generalizability theory (G theory) is told from the perspective of one researcher's experiences, describing psychometric and scientific perspectives that influenced the development of G theory and its adoption. Work that remains to be done in the field is outlined. (SLD)

This commentary focuses on the application of D. Rogosa and G. Ghandour's work to observational research on classroom processes. Rogosa and Ghandour have shown that the short length of an observation is typically the dominant source of error. Investigators should conduct observations for as long as possible. (SLD)

The monograph by D. Rogosa and G. Ghandour represents a body of cohesive and comprehensive research that can be the basis of a new measurement theory combining features of generalizability theory and strong true-score theory. Principles, approaches, arguments, and conclusions are reviewed; and critical comments are offered. (SLD)

Issues raised with the statistical models developed are discussed point by point, restating the emphasis on finite observation time, and reiterating the criticism of traditional psychometric methods. It is noted that the language and technical formulation of psychometrics can be extremely awkward in dealing with biased estimates. (SLD)