Documentos de Académico
Documentos de Profesional
Documentos de Cultura
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.
American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend
access to American Educational Research Journal.
http://www.jstor.org
14
= E(Xpilp) = E(Xpi)
i
From the additive model for two-way analysis of variance, with the
restriction of only one observation per cell and consequent confounding of interaction and error, each person's score can be expressed as:
2
It is unlikely that
this assumption. On the
formal application of the
to be of little consequence
18
[1]
+ (p - p) + (i -
Xpi =
person
effect
) + epi
situation residual
effect
--
)2
02 (epi) = Eep2
The total observed score variance for the population would be
a2 (Xpi) = E(Xpi -)2
and since there are no covariances among the effects in the additive
model, the population observed score variance may be expressed in
terms of its components as:
[2]
02 (Xpi) = 02(p)
+ a2(pi) + 02(ep
Xpi =
+ (p - I) + ep
02 (Xpi) = 02(p)
+ a2(i,epi)
(see Travers,1969)
Equation [1] may be rewritten, with the interaction %opiand
specific error Epi effects separated, as:
Xpi =
or:
p + (i
-II)
+ cpi + Epi
Xpi = lp + Epi
02() = E 02(Ep*)
[5]
This expression for error variance can be seen to contain the between
situations variance component and the residual variance.
From the two way analysis of variance design it can be seen that
the expected mean squares may be expressed in terms of variance
components as:
EMSp
= 02 (epi)+
EMSi
Io2 (tlp)
EMSres = 02 (epi)
[6]
[7]
a2
[8]
a2 (epi) = MSres
(i
= a2 (i,epi)+
lo2 (gp)
EMSwp = 02 (i,epi)
where MSwp represents mean squares within persons since, in the case
of nesting, this is the residual mean square. In this design the estimates
of the components of variance may be found as:
[9]
[10]
= MSwp
Coefficients of Generalizability
In classical theory only a single estimate of reliability is obtained
as an estimate of the correlation between scores obtained on two
administrations of parallel tests.
20
p2 (X,pp) =
[11
02(p)
a2(X)
From equations [5] through [8] we see that the variance of the
observed scores in the population may be estimated as:
[12]
62 (X)=
2(p +)
=
A2(Ap)+ A (e)
=A2(p)
=
(1/I)(MSp
2(i)
+ 2 (epi)
= (1/I)
MSp + (I/P)MSi + [(IX P-P-1)/P]
MSrest
21
Xikm
+ aT
k + aO
ik m + aJn + aTS
in
I + aS
+ aSJ + aTSJ + aOJ
+ E.
ikn
kn
ikmn
ikmn
+
Xikm = p aT+ikmn
22
00
CCIO
0
CIS
+
..
-~O
00
CCn
4-4
?
O
i.
,.
-
23
Xikmn
+ak
+a
ik
ikmn
[16]
(Xikmn)
= 02 (aT)
(as) + U2(aTS)
(ikmn)
2 + 2+
- 2+o
[171]
where
[18]
(ts)
tj
si
tsj
o(ts)j
+
where, since the analysis has only one observation per cell, or2o(ts)j
must be estimated as 02
res"
All factors in the design are considered to be random, with levels
chosen at random from an infinite universe. The expected mean square
for each of the sources of variation is shown in Table 2.
Unbiased estimators of each of the components of variance are given in
Table 3, in terms of the observed mean squares.
In this analysis, three generalizability coefficients may be determined. The first p2 provides a measure of the reliability with which
teachers' behavior (within situations) may be observed.
This coefficient may be estimated as:
A
Pt
t a(t
+0 )
=JA^2U
A+2A2)
Ps =s/(a+a)
+A2
z
+
b
+
zb
zb
NN
bb
b
+
Cd
b
+
0C
4a
4_a
"o
25
Components of variance
2t
2
+
+ MSres)
MSo(ts) - MSts - MStj
2MStsj
(I/KMN) (MSt-
= (1/IMN)(MS
- MSMS
s -MSo(ts)
ts-s+
o(ts)
A2
=
(ts)
(1/N)(MSo(ts)
= (I/IKM)(MSj
-MStj
dts
= (I/MN)(MSts
- MStsj)
62
-MSj
(1/KM)(MStj
-MStsj)
(1/IM)(MSsj
-- MStsj
= (1/M)(MS5
tsj
res'
MSres)
Oj
t2
+ 2MStsj + MSs)
- MS
+ MStsj)
- Mres
(Mstsj
2es
res =MS res
ts
ts
26
27