Generalizability of Classroom Behavioral Assessments: A Meta-Analysis (Poster 41): Division D - Section 1: Educational Measurement, Psychometrics, and Assessment, Stage 1, 2:42 PM

• In Event: e-Lightening Ed-Talk Session 3 - Stage 1

Abstract

This meta-analysis examines past student behavioral studies that have used Generalizability Theory to assess the reliability of behavioral assessments. Behavioral issues can disrupt learning and reduce student engagement. School psychologists have used methods like direct observation and behavior rating scales. The psychometric properties of these assessments may not be fully addressed by classical testing theory (CTT) due to classroom complexities. G-theory provides a framework for analyzing measurement reliability by considering multiple variability sources. By investigating facets like raters, occasions, and measures, this study aims to identify key factors influencing the generalizability of behavior assessments, improving practices and helping educators, researchers, and parents create a conducive learning environment.

Authors

• Jing Ma, University of Iowa

• Xi Wang, University of Mississippi