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The Influence of Several Factors on Reliability for Complex Reading Comprehension Tests

Guemin Lee
Journal of Educational Measurement
Vol. 39, No. 2 (Summer, 2002), pp. 149-164
Stable URL: http://www.jstor.org/stable/1435253
Page Count: 16
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The Influence of Several Factors on Reliability for Complex Reading Comprehension Tests
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Abstract

The purpose of this study was to investigate the effects of items, passages, contents, themes, and types of passages on the reliability and standard errors of measurement for complex reading comprehension tests. Seven different generalizability theory models were used in the analyses. Results indicated that generalizability coefficients estimated using multivariate models incorporating content strata and types of passages were similar in size to reliability estimates based upon a model that did not include these factors. In contrast, incorporating passages and themes within univariate generalizability theory models produced non-negligible differences in the reliability estimates. This suggested that passages and themes be taken into account when evaluating the reliability of test scores for complex reading comprehension tests.

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