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Using Generalizability Theory in the Development of Performance Assessment of the Cognitive Domain of Children

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Performance assessment cognitive domain, through the ability of children in the context of the performance criteria. This study, investigates potential applications of Generalizability theory (G-theory) in the development of such a performance-based assessment procedure. 77 kindergarten children were assessed as participants in this study. In this study, dependability test scores was derived using the two-facet Nested Partially Random Design, which is the nested rater (r), and the two facets involved are a person (p) as an object of measurement and 32 items from Cognitive Development Domain (i). Data was collected and analyzed using the EduG software based on Theory-G where the G-study identified the source and magnitude of variance, and the D-study determined the coefficient G as well as the appropriateness of the design of all the items of Creativity Development Domain in the test. Firstly, analysis of variance showed that nested rater variance component in person and item component accounted for the highest percentage of the total variance, i.e., by σ 2 r:pi = 0.18730; 38.3% and the smallest, interaction variance among person and items of σpi = 0.08159; 16.7%. Secondly, through analysis in G-study, 85% of the overall variance can be explained by the design. Next, based on optimization analysis in D-study that the overall absolute Coefficient G reading phi (Φ) remains at 0.92, which was an acceptable value. Lastly, for reliability test from G-facets analysis, the overall cognitive domain reliability was recorded at .92 as the reliability of the 32 items was ranging from .91 to .93. This study base on Theory-G had an impact on minimizing the error of measurement and determining the appropriateness use of items in the administration of the assessment.
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Keywords: Cognitive; Dependability Scores; Performance-Based Assessment; Theory-G; Variance

Document Type: Research Article

Affiliations: 1: Department of Educational Psychology and Counseling Faculty of Education, University of Malaya, Malaysia 2: Faculty of Education, National University of Malaysia, Malaysia

Publication date: July 1, 2018

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