Relevant bibliographies by topics / Generalizability theory

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Academic literature on the topic 'Generalizability theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Generalizability theory"

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Shavelson, Richard J., Noreen M. Webb, and Glenn L. Rowley. "Generalizability theory." American Psychologist 44, no. 6 (1989): 922–32. http://dx.doi.org/10.1037/0003-066x.44.6.922.

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Brennan, Robert L. "Generalizability Theory." Journal of Educational Measurement 40, no. 1 (March 2003): 105–7. http://dx.doi.org/10.1111/j.1745-3984.2003.tb01098.x.

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Brennan, Robert L. "Generalizability Theory." Educational Measurement: Issues and Practice 11, no. 4 (October 25, 2005): 27–34. http://dx.doi.org/10.1111/j.1745-3992.1992.tb00260.x.

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Kane, Michael. "Generalizability Theory." International Journal of Testing 3, no. 1 (March 2003): 95–100. http://dx.doi.org/10.1207/s15327574ijt0301_6.

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Wardrop, James L. "Generalizability theory." Psychometrika 71, no. 3 (September 2006): 601. http://dx.doi.org/10.1007/s11336-005-1366-y.

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O'Brian, Nigel, Sue O'Brian, Ann Packman, and Mark Onslow. "Generalizability Theory I." Journal of Speech, Language, and Hearing Research 46, no. 3 (June 2003): 711–17. http://dx.doi.org/10.1044/1092-4388(2003/056).

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Perceptual rating scales can be valid, reliable, and convenient tools for evaluating speech outcomes in research and clinical practice. However, they depend on the perceptions of observers. Too few raters may compromise accuracy, whereas too many would be inefficient. There is therefore a need to determine the minimum number of raters required for a reliable result. In this context, the ideas of Generalizability Theory have become increasingly popular in the behavioral sciences; suggestions have been made for their application to the assessment of speech-language disorders. Here we review the concepts involved, which are applied in a companion article dealing with speech naturalness data obtained from clients who recently completed treatment for their stuttering. We pay particular attention to the statistical requirements of the theory, including some cautions about possible inappropriate use of these techniques. We also offer a new interpretation of the results of the analysis that aims to be more meaningful to most speech-language pathologists.
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O'Brian, Sue, Ann Packman, Mark Onslow, and Nigel O'Brian. "Generalizability Theory II." Journal of Speech, Language, and Hearing Research 46, no. 3 (June 2003): 718–23. http://dx.doi.org/10.1044/1092-4388(2003/057).

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Generalizability theory has been recommended as the most comprehensive method for assessing the reliability of observational data. It provides a framework for calculating the various sources of measurement error and allows further design of measurements for a particular purpose. This paper gives a practical illustration of how this method may be used in the analysis of observational data. We use the ratings of 15 unsophisticated raters using the 9-point speech naturalness scale of R. R. Martin, S. K. Haroldson, and K. A. Triden (1984) to evaluate the speech of adults before and after treatment for stuttering. We calculate various sources of measurement error and use these to estimate the minimum number of raters and ratings per rater for a reliable result. For posttreatment data, the average of three independent raters, and for pretreatment data, the average of five independent raters should give a result within one scale point of the hypothetical true score for the speaker in at least 80% of samples. The example illustrates the advantages of using this method of analysis.
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Sundre, Donna L. "Generalizability theory: A primer." Evaluation Practice 14, no. 2 (June 1993): 207–9. http://dx.doi.org/10.1016/0886-1633(93)90019-l.

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Brennan, Robert L. "Generalizability Theory and Classical Test Theory." Applied Measurement in Education 24, no. 1 (December 30, 2010): 1–21. http://dx.doi.org/10.1080/08957347.2011.532417.

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ATILGAN, Hakan. "Reliability of Essay Ratings: A Study on Generalizability Theory." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–18. http://dx.doi.org/10.14689/ejer.2019.80.7.

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Dissertations / Theses on the topic "Generalizability theory"

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Kayandé, Ujwal Anilchandra. "Theory of generalizability and optimization of marketing measurement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29053.pdf.

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Ark, Tavinder K. "Ordinal generalizability theory using an underlying latent variable framework." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53892.

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This dissertation introduces a method for estimating the variance components required in the use of generalizability theory (GT) with categorical ratings (e.g., ordinal variables). Traditionally, variance components in GT are estimated using statistical techniques that treat ordinal variables as continuous. This may lead to bias in the estimation of variance components and the resulting reliability coefficients (called G-coefficients). This dissertation demonstrates that variance components can be estimated using a structural equation modeling (SEM) technique called covariance structural modeling (CSM) of a polychoric or tetrachoric correlation matrix, which accounts for the metric of ordinal variables. The dissertation provides a proof of concept of this method, which will be called ordinal GT, using real data in the computation of a relative G-coefficient, and a simulation study presenting the relative merits of ordinal to conventional G-coefficients from ordinal data. The results demonstrate that ordinal GT is viable using CSM of the polychoric matrix of ordinal data. In addition, using a Monte Carlo simulation, the relative G-coefficients when ordinal data are naively treated as continuous are compared to when they are correctly treated as ordinal. The number of response categories, magnitude of the theoretical G-coefficient, and skewness of the item response distributions varied in experimental conditions for: (i) a two-facet crossed G-study design, and (ii) a one-facet partially nested G-study design. The results reveal that when ordinal data were treated as continuous, the empirical G-coefficients were consistently underestimates than their theoretical values. This was true regardless of the number of response categories, magnitude of the theoretical G-coefficient, and skewness. In contrast, the ordinal G-coefficients performed much better in all conditions. This dissertation shows that using CSM to model the polychoric correlation matrix provides better estimates of variance components in the GT of ordinal variables. It offers researchers a new statistical avenue for computing relative G-coefficients when using ordinal variables.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Wang, Yi. "Decomposing Variance Components for Risk Perceptions Using Generalizability Theory." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498785199689687.

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Peeters, Michael Joseph. "Using Generalizability Theory to Improve Assessment within Pharmacy Education." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1571775359957282.

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Karlsson, Jenny. "Generalizability Theory and a Scale Measuring Emotion Knowledge in Preschool Children." Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138153.

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Marcus, Mindy Beth. "Explaining adult crime : the role of Adlerian theory and the generalizability of social control theory /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Wang, Ze. "Estimating reliability under a generalizability theory model for writing scores in C-base." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4292.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (January 10, 2007) Includes bibliographical references.
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Moore, Joann Lynn. "Estimating standard errors of estimated variance components in generalizability theory using bootstrap procedures." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/860.

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This study investigated the extent to which rules proposed by Tong and Brennan (2007) for estimating standard errors of estimated variance components held up across a variety of G theory designs, variance component structures, sample size patterns, and data types. Simulated data was generated for all combinations of conditions, and point estimates, standard error estimates, and coverage for three types of confidence intervals were calculated for each estimated variance component and relative and absolute error variance across a variety of bootstrap procedures for each combination of conditions. It was found that, with some exceptions, Tong and Brennan's (2007) rules produced adequate standard error estimates for normal and polytomous data, while some of the results differed for dichotomous data. Additionally, some refinements to the rules were suggested with respect to nested designs. This study provides support for the use of bootstrap procedures for estimating standard errors of estimated variance components when data are not normally distributed.
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Sharpnack, Jim D. "An Investigation of the Parenting Stress Index in the Context of Generalizability Theory." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/6102.

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This present study examined the application of generalizability theory (GT) to the Parenting Stress Index (PSI) long and short forms for families having children with disabilities. The purpose of the study was to evaluate the dependability of parenting stress data scores gathered from families having children with disabilities. The data for the present study came from an extant data set collected by the Early Intervention Research Institute (EIRI; Contract #800-85-0173) at Utah State University. The EIRI studies represented attempts to assess the benefits and cost of conducting early intervention programs. The EIRI data were recoded at the item level for the Psychometrics Project, which established norms, reliability, and validity information on self-report, family-functioning measures gathered from families having children with disabilities. The GT study results suggested that the items facet made a large contribution, indicating that there may not be any established trends in item responses. An explanation for the items facet indicates that the PSI forms provide an accurate measure of overall parental stress. According to the times facet results, the effects of time are minimal except the increase between occasion one to occasion two. Classical reliability theory (CRT) and GT analyses provide contradictory results, probably due to GT's multiple error source analyses compared to CRT's examination of a single error source in one analysis. GT study analyses indicate that the highest g and phi coefficients are produced with the highest number of administrations and items. However, administering the highest number of administrations and items would be impractical within any setting. The original number of items from the Parent Domain, Child Domain, and short PSI total score should be administered twice to increase the dependability of scores and still fall within practical limitations. A researcher and/or practitioner may want information to decide what form, long or short, to choose. If the PSI is to be used as a quick screening tool or as one test in a complete assessment, the short form may be of more use. If the PSI is to be used as a primary source of information about parent and child interactive systems, the long PSI version would be recommended.
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Tanner, Nicholas Andrew, and Nicholas Andrew Tanner. "Generalizability of Universal Screening Measures for Behavioral and Emotional Risk." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625352.

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Data derived from universal screening procedures are increasingly utilized by schools to identify and provide additional supports to students at-risk of behavioral and emotional concerns. As screening has the potential to be resource intensive, effort has been placed on the development of efficient screening procedures, namely brief behavior rating scales. This study utilized classical test theory and generalizability theory to examine the extent to which differences among students, raters, occasions, and screening measures affect the meaningfulness of data derived from universal screening procedures. Teacher pairs from three middle school classrooms completed two brief behavior rating scales during fall and spring screening administrations for all students in their respective classrooms. Correlation coefficients examining interrater reliability, test-retest reliability, and concurrent validity were generally strong. Generalizability analyses indicated that the majority of variance in teacher ratings were attributable to student differences across all score comparisons, but differences between teacher ratings for particular students accounted for relatively large percentages of error variance among student behavior ratings. Although decision studies showed that increasing the number of screening occasions resulted in more generalizable data, the impact of increasing the number of raters resulted in more efficient screening procedures.
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Books on the topic "Generalizability theory"

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Brennan, Robert L. Generalizability Theory. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0.

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M, Webb Noreen, ed. Generalizability theory: A primer. Newbury Park, Calif: Sage Publications, 1991.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Scoring performance assessments based on judgements: Generalizability theory. Boston, MA: Kluwer Academic Publishers, 2001.

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Adigun, Isaac O. Generalizability of a theory of job attitudes: A cross-cultural approach. Bangor: School of Accounting, Banking and Economics, University of Wales, 1996.

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Kraiger, Kurt. Generalizability theory: An assessment of its relevance to the Air Force job performance measurement project. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1989.

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Brennan, Robert L. Generalizability Theory. Springer, 2014.

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Book chapters on the topic "Generalizability theory"

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Brennan, Robert L. "Introduction." In Generalizability Theory, 1–20. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_1.

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Brennan, Robert L. "Multivariate D Studies." In Generalizability Theory, 301–45. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_10.

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Brennan, Robert L. "Multivariate Unbalanced Designs." In Generalizability Theory, 347–90. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_11.

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Brennan, Robert L. "Multivariate Regressed Scores." In Generalizability Theory, 391–429. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_12.

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Brennan, Robert L. "Single-Facet Designs." In Generalizability Theory, 21–51. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_2.

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Brennan, Robert L. "Multifacet Universes of Admissible Observations and G Study Designs." In Generalizability Theory, 53–94. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_3.

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Brennan, Robert L. "Multifacet Universes of Generalization and D Study Designs." In Generalizability Theory, 95–139. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_4.

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Brennan, Robert L. "Advanced Topics in Univariate Generalizability Theory." In Generalizability Theory, 141–77. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_5.

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Brennan, Robert L. "Variability of Statistics in Generalizability Theory." In Generalizability Theory, 179–213. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_6.

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Brennan, Robert L. "Unbalanced Random Effects Designs." In Generalizability Theory, 215–47. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0_7.

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Conference papers on the topic "Generalizability theory"

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Zheng, Mingying. "Combining Generalizability Theory and Item Response Theory: A Methodological Review." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681184.

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Hanzaee, Alireza Heidarzadeh. "Test of the generalizability of Altman's bankruptcy predication model." In 2010 International Conference on Financial Theory and Engineering (ICFTE). IEEE, 2010. http://dx.doi.org/10.1109/icfte.2010.5499392.

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Vispoel, Walter. "Advantages of Using Split-Half Measures in Generalizability Theory Analyses." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579300.

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Brennan, Robert. "Generalizability Theory: Some History, Extensions, and Comparisons With Other Theories." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1715253.

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Gorham, Amanda. "Demonstrating the Importance of Equating in Performance Assessment Using Generalizability Theory." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581124.

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Mao, Cuiyun, Yuanhang Han, Qiang Mei, and Jianyi Liu. "Decision of Entrepreneurs' Inner Psychological Qualities Evaluation Based on Multivariate Generalizability Theory." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5576773.

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Jentsch, Armin. "An Application of Generalizability Theory to Analyzing Instructional Quality Observer Ratings for Mode Effect." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587953.

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Lee, Joyce, Inna Altschul, and Shawna Lee. "117 The generalizability of reformulated emotional security theory among vulnerable families with young children." In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.117.

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Chun, Lin, and Xiao Yunnan. "A Study on Rater Reliability Under Holistic and Analytic Scoring of CEPT Writing by Using Generalizability Theory and Many-facet Rasch Model." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.201.

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Kusimo, Abisola C., and Sheri Sheppard. "Manufacturing Vulnerability: How Resource Scarcity Hinders Team Coordination During Manufacturing in Nigerian Factories." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97820.

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Abstract The purpose of this research is to learn how less-skilled workers (LSWs) and highly-skilled workers (HSWs) coordinate in Nigerian factories, where the formal education gap between these two groups can be quite significant. The study takes place in two factories and two universities across four Nigerian states over the summer of 2018. Drawing on methods of ethnography (i.e. a collection of qualitative methods to closely observe social interactions and practices as to interpret and build theory), it was discovered that resource scarcity hinders team coordination through the occurrence of four obstacles: (1) unclear role boundaries and work processes, (2) poor attitude towards work, (3) under- and overutilization of employees, and (4) worker demoralization and feelings of being undervalued. This paper builds upon previous work on factory coordination in cross-occupational functional groups in Silicon Valley. Theoretically, this paper reveals how the studied manufacturing firms in Nigeria currently perform team coordination and the challenges that prevent them from reaching high efficiency. Additionally, it offers premises for future field experiments to test the generalizability of the findings and interventions to enhance coordination effectiveness and the product development process in Sub-Saharan African manufacturing firms. Implications for the literature on engineering for global development is discussed. Ultimately, this research is a small step towards enabling independent African firms to have the skills, tools, and resources to design and create their own unique solutions for challenges faced in-country.
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Reports on the topic "Generalizability theory"

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Stephenson, B. O. Measurement issues in assessing employee performance: A generalizability theory approach. Office of Scientific and Technical Information (OSTI), August 1996. http://dx.doi.org/10.2172/274122.

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Kraiger, Kurt, and Mark S. Teachout. Application of Generalizability Theory to the Air Force Job Performance Measurement Project: A Summary of Research Results. Fort Belvoir, VA: Defense Technical Information Center, July 1991. http://dx.doi.org/10.21236/ada239050.

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