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Article: Application of generalizability theory in the investigation of the quality of journal writing in mathematics

TitleApplication of generalizability theory in the investigation of the quality of journal writing in mathematics
Authors
Issue Date2007
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueduc
Citation
Studies In Educational Evaluation, 2007, v. 33 n. 3-4, p. 371-383 How to Cite?
AbstractThis study examined the use of generalizability theory to evaluate the quality of an alternative assessment (journal writing) in mathematics. Twenty-nine junior college students wrote journal tasks on the given topics and two raters marked the tasks using a scoring rubric, constituting a two-facet G-study design in which students were crossed with tasks and raters. The G coefficient was .76 and index of dependability was .72. The results showed that increasing the number of tasks had a larger effect on the G coefficient and index of dependability than increasing the number of raters. Implications for educational practices are discussed. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/169029
ISSN
2015 Impact Factor: 0.553
2015 SCImago Journal Rankings: 0.522
References

 

DC FieldValueLanguage
dc.contributor.authorNie, Yen_US
dc.contributor.authorYeo, SMen_US
dc.contributor.authorLau, Sen_US
dc.date.accessioned2012-10-08T03:40:55Z-
dc.date.available2012-10-08T03:40:55Z-
dc.date.issued2007en_US
dc.identifier.citationStudies In Educational Evaluation, 2007, v. 33 n. 3-4, p. 371-383en_US
dc.identifier.issn0191-491Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/169029-
dc.description.abstractThis study examined the use of generalizability theory to evaluate the quality of an alternative assessment (journal writing) in mathematics. Twenty-nine junior college students wrote journal tasks on the given topics and two raters marked the tasks using a scoring rubric, constituting a two-facet G-study design in which students were crossed with tasks and raters. The G coefficient was .76 and index of dependability was .72. The results showed that increasing the number of tasks had a larger effect on the G coefficient and index of dependability than increasing the number of raters. Implications for educational practices are discussed. © 2006 Elsevier Ltd. All rights reserved.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/stueducen_US
dc.relation.ispartofStudies in Educational Evaluationen_US
dc.titleApplication of generalizability theory in the investigation of the quality of journal writing in mathematicsen_US
dc.typeArticleen_US
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_US
dc.identifier.authorityLau, S=rp00635en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.stueduc.2007.07.010en_US
dc.identifier.scopuseid_2-s2.0-34548026043en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34548026043&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume33en_US
dc.identifier.issue3-4en_US
dc.identifier.spage371en_US
dc.identifier.epage383en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridNie, Y=19337388700en_US
dc.identifier.scopusauthoridYeo, SM=19338096700en_US
dc.identifier.scopusauthoridLau, S=33968324900en_US

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