Using G-theory in the development of performance assessment of the socio-emotional domain of children

Abstract

Performance assessment socio-emotional domain, through the ability of children in the context of the performance criteria. This study, investigates potential applications of Generalizability theory (G-theory) in the development of such a performance-based assessment procedure. 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, 0.24942; 42.2% and the smallest, variance of items 0.04232; 7.2%. Secondly, through analysis in G-study, 94% of the overall variance can be explained by the design. Next, based on optimization analysis in D-study that the overall absolute Coefficient G reading remains at 0.97, which was an acceptable value. Lastly, for reliability test from G-facets analysis, the overall cognitive domain reliability was recorded at 0.96 as the reliability of the 38 items was ranging to 0.96. 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.