Multivariate generalizability theory in educational measurement: An empirical study

Abstract

Multivariate generalizability theory was applied to the assessment of student achievement in art education. Twenty-five art students rated the paintings of 60 fourth-grade students with regard to three criteria. Paintings were made on four different topics. The results indicate that generalizability is low with respect to different raters and moderate with respect to different topics. The three ratings a rater gave on a single painting were moderately correlated. As indicated by the results for the covariance components, nearly half of the covariance between the three criteria was because the three ratings were from the same rater. Expected values for Q²(∆) are reported for different D study designs.