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Dependability Score for Development of Language Domain Through Performance-Based Assessment Using Generalizability Theory

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The purpose of this study is to analyze Dependability Scores of Children for the Development of Language Domain through Performance-Based Assessment using Generalizability Theory (GT). In this study, dependability test scores was derived using the two-facet Nested Partially Random Design (r:pi), which is the nested rater (r), and the two facets involved are a person (p) as an object of measurement and 26 items from Language Development Domain (i). Data was collected and analyzed using the EduG software based on Theory-G where the D-study determined the coefficient G as well as the appropriateness of the design of all the items of Language Development Domain in the test. 77 kindergarten children were assessed as participants in this study. Firstly, analysis of variance showed that nested rater variance component in person and item (r:pi) 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, analysis in D-study that the overall absolute Coefficient G reading phi (Φ) remains at 0.92, which was an acceptable value. 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: Dependability Scores; Language; Performance-Based Assessment; Theory-G; Variance

Document Type: Research Article

Affiliations: 1: Department of Early Childhood and Education, Faculty of Education and Human Development, Sultan Idris Education University, Malaysia 2: Department of Educational Psychology and Counseling Faculty of Education, University of Malaya, Malaysia 3: Faculty of Education, National University of Malaysia, Malaysia

Publication date: July 1, 2018

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