Generalizability Theory
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Claims the paper makes
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
In more recent research, hierarchical linear modeling is used for making growth estimates conditioned on various levels, typically with time as level one, student characteristics as level two, and teacher or school as level three.
“In the more recent research, hierarchical linear modeling (HLM) is being used [78] for making growth estimates conditioned on (nested in) various levels [79].Typically, time is considered level one, student characteristics are considered level two, and teacher or school is considered level three.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [79]
A G-coefficient of 0.80 or above signifies high generalizability of assessment scores, reflecting a reliable trait measure.
“A G-coefficient of 0.80 or above signifies high generalizability of assessment scores, reflecting a reliable trait measure (Cronbach etal., 1972; Brennan, 2001, 2010; Medvedev etal., 2018a, b).”
From Investigating state and trait aspects of resilience using Generalizability theory (2024) · cites this paper as Brennan, 2001
Cites
Unbalanced Random Effects Designs—Examples
Brennan, R. L. (2001) · Springer eBooks · doi:10.1007/978-1-4757-3456-0_8 · Cited by 1 · see citing works
Self-citationConditional Standard Errors of Measurement
Tong, Y., & Kolen, M. J. (2014) · Wiley StatsRef: Statistics Reference Online · doi:10.1002/9781118445112.stat06376 · Cited by 1 · see citing works
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Validating the interpretations and uses of test scores
Kane, M. T. (2013) · Journal of Educational Measurement · doi:10.1111/jedm.12000 · Cited by 2,110 · see citing works
Validity: on the meaningful interpretation of assessment data
Downing, S. M. (2003) · Medical Education · doi:10.1046/j.1365-2923.2003.01594.x · Cited by 1,434 · see citing works
Beyond Dichotomies: Competence Viewed as a Continuum
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000194 · Cited by 1,205 · see citing works
Reliability: on the reproducibility of assessment data
Downing, S. M. (2004) · Medical Education · doi:10.1111/j.1365-2929.2004.01932.x · Cited by 721 · see citing works
Mokkink, L. B., Boers, M., van der Vleuten, C. P. M., Bouter, L. M., Alonso, J., Patrick, D. L., de Vet, H. C. W., & Terwee, C. B. (2020) · BMC Medical Research Methodology · doi:10.1186/s12874-020-01179-5 · Cited by 588 · see citing works
Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008) · Journal of Research on Educational Effectiveness · doi:10.1080/19345740802400072 · Cited by 477 · see citing works
Metaphorically speaking: cognitive abilities and the production of figurative language
Beaty, R. E., & Silvia, P. J. (2013) · Memory & Cognition · doi:10.3758/s13421-012-0258-5 · Cited by 216 · see citing works
Nickel, P., & Nachreiner, F. (2003) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1518/hfes.45.4.575.27094 · Cited by 167 · see citing works
Multiple mini-interviews: same concept, different approaches
Knorr, M., & Hissbach, J. (2014) · Medical Education · doi:10.1111/medu.12535 · Cited by 110 · see citing works
Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300403 · Cited by 105 · see citing works
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
Hissbach, J. C., Sehner, S., Harendza, S., & Hampe, W. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-54 · Cited by 37 · see citing works
Interrater reliability for multilevel data: A generalizability theory approach.
ten Hove, D., Jorgensen, T. D., & van der Ark, L. A. (2022) · Psychological Methods · doi:10.1037/met0000391 · Cited by 22 · see citing works
Investigating state and trait aspects of resilience using Generalizability theory
Child, L. E., & Medvedev, O. N. (2024) · Current Psychology · doi:10.1007/s12144-023-05072-4 · Cited by 23 · see citing works
Using Classroom Observations in the Evaluation of Special Education Teachers
Jones, N. D., Bell, C. A., Brownell, M., Qi, Y., Peyton, D., Pua, D., Fowler, M., & Holtzman, S. (2022) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737211068523 · Cited by 21 · see citing works
- Authors
- Brennan, R. L.
- Affiliations
- University of Iowa (US)
- Corresponding author
- Brennan, Robert L.
- Venue
- Springer eBooks
- Publisher
- Springer New York
- Published
- 2001
- OpenAlex
- W4238804190
- Cited by
- 1,121
- References
- 2
- Citations by year
- 2026: 68 · 2025: 53 · 2024: 49 · 2023: 66 · 2022: 54 · 2021: 57 · 2020: 51 · 2019: 50 · 2018: 59 · 2017: 54 · 2016: 49 · 2015: 47 · 2014: 55 · 2013: 52 · 2012: 48
- FWCI
- 13.41
- Type
- book
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Springer eBooks (publishedVersion)
- CERN Document Server (European Organization for Nuclear Research) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Keywords
- generalizability theory, measurement reliability, behavioral assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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