International Journal of Advanced and Applied Sciences

Int. j. adv. appl. sci.

EISSN: 2313-3724

Print ISSN: 2313-626X

Volume 4, Issue 3  (March 2017), Pages:  154-159

Title: Using G-theory in developing performance assessment of the physical domain of children

Author(s):  M.R. Nor Mashitah 1, 2, *, M.N. Mariani 1


1Department of Educational Psychology and Counseling, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
2Department of Early Childhood and Education, Faculty of Education and Human Development, Sultan Idris Education University, Perak, Malaysia

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This study investigates potential applications of Generalizability theory (G-theory) in the development of performance-based assessment procedure. 77 kindergarten children were assessed as participants in this study. Analysis of variance showed that nested rater variance component in person and item (r:pi) component accounted for the highest percentage of the total variance, i.e. by σ²r:pi= 0.12208; 33.1% and the smallest, variance of person σp = 0.05879; 15.9%. Secondly, through analysis in G-study, 74% of the overall variance can be explained by the design. Next, based on optimization analysis in D-study that the overall absolute Coefficient G reading phi (ะค) remains at 0.86 which was an acceptable value. Lastly, for reliability test from G-facets analysis, the overall physical domain reliability was recorded at 0.85 as the reliability of the 25 items was ranging from 0.84 to 0.85. This study base on Theory-G had an impact on minimizing the error of measurement and determining the appropriateness use of items in the administration of the assessment. 

© 2017 The Authors. Published by IASE.

This is an open access article under the CC BY-NC-ND license (

Keywords: Physical domain, Performance-based assessment, G-Theory

Article History: Received 3 November 2016, Received in revised form 21 January 2017, Accepted 22 January 2017

Digital Object Identifier:


Mashitah MRN and Mariani MN (2017). Using G-theory in developing performance assessment of the physical domain of children. International Journal of Advanced and Applied Sciences, 4(3): 154-159


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