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The Influence of Several Factors on Reliability for Complex Reading Comprehension Tests
Journal of Educational Measurement
Vol. 39, No. 2 (Summer, 2002), pp. 149-164
Published by: National Council on Measurement in Education
Stable URL: http://www.jstor.org/stable/1435253
Page Count: 16
You can always find the topics here!Topics: Reading comprehension, Grade 8, Grade 10, Covariance, Estimate reliability, Linear models, Narrative poetry, Statistical variance, Test scores, Reading tables
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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.
Journal of Educational Measurement © 2002 National Council on Measurement in Education