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Sidney Gael (1983)
Job analysis : a guide to assessing work activities
J. Crick, R. Brennan (1992)
GENOVA: A Generalized Analysis of Variance System (Computer program and manual)
M. Kane (1996)
The Precision of MeasurementsApplied Measurement in Education, 9
S. Downing, T. Haladyna (1996)
A model for evaluating high-stakes testing programs: Why the fox should not guard the chicken coopEducational Measurement: Issues and Practice, 15
L.J. Cronbach, G.C. Gleser, H. Nanda, N. Rajaratnam (1972)
The Dependability of Behavioral Measurement
(1997)
Test Plan for the National Council Licensure Examination for Registered Nurses
Richard Shavelson, Noreen Webb (1991)
Generalizability Theory: A Primer
M. Kane, Carole Kingshury, D. Colton, Carmen Estes (1989)
Combining Data on Criticality and Frequency in Developing Test Plans for Licensure and Certification ExaminationsJournal of Educational Measurement, 26
M. Kane (1982)
The validity of licensure examinations.American Psychologist, 37
E. Mccormick (1979)
Job Analysis: Methods and Applications
B. Shimberg (1981)
Testing for Licensure and Certification.American Psychologist, 36
L. Newman, M. Joseph (1998)
A National Analysis of the Occupational Tasks and Activities of Real Estate Professionals
(1990)
Role Delineation for Registered Dietitians and Entry-Level Dietetic Technicians
R. Brennan (1983)
Elements of generalizability theory
(1999)
Standards for Educational and Psychological Testing
M. Kane, T. Miller, M. Trine, Craig Becker, Karin Carson (1995)
The Precision of Practice Analysis Results in the ProfessionsEvaluation & the Health Professions, 18
Practice analyses, in which professional practitioners describe their work, provide essential content-related validity evidence for licensure and certification tests by providing an empirical base for the test plan. This paper examines the precision of the category weights generated by practice analyses employing activity inventories. The standard errors in estimates of category weights are compared to the tolerance for error in these weights. The tolerance for error specifies how large errors can be before they interfere with the intended use of the measurement procedure. As an example, data from a practice-analysis study is used to assign weights to nine categories in a test plan. Estimates of standard errors are derived from G studies with activity statements nested within categories and crossed with respondents and occasions. The tolerance for error is specified in terms of the level of precision typically found in test plans. The results are used to determine the minimum number of activities needed for each category to satisfy the tolerance requirement.
Advances in Health Sciences Education – Springer Journals
Published: Oct 1, 2004
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