A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Abstract

Classroom assessment is one of the main responsibilities of the teachers. Sound classroom assessment practices require teachers to have adequate levels of knowledge and skills in the educational assessment. The Teacher Assessment Literacy Questionnaire (TALQ) was developed by Plake and Impara (1992) to measure teachers’ knowledge and understanding of the basic principles of the educational assessment. This study applied generalizability theory to estimate the dependability of the TALQ’s scores for pre-service teachers (N = 259) enrolled in an educational measurement course at Sultan Qaboos University in Oman. Results showed that the scores are highly generalizable across items with relatively small item variance components. Implications are discussed in relation to the reliability theory.