Determining Minimum Test Length for Reliable Assessment Using Generalizability Theory: Evidence from an Economics Multiple-Choice Test
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| Title: | Determining Minimum Test Length for Reliable Assessment Using Generalizability Theory: Evidence from an Economics Multiple-Choice Test |
|---|---|
| Language: | English |
| Authors: | Ossai Elizabeth Ngozika |
| Source: | African Educational Research Journal. 2026 14(1):128-133. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Test Length, Test Reliability, Generalizability Theory, Economics Education, Multiple Choice Tests, Secondary School Students, Foreign Countries, Scores, Test Construction, Student Evaluation, Accuracy |
| Geographic Terms: | Nigeria |
| ISSN: | 2354-2160 |
| Abstract: | This study investigated the reliability of a multiple-choice Economics test for senior secondary school students using Generalizability Theory, with the goal of determining the minimum test length required for dependable assessment. A stratified random sample of 350 SS2 students was drawn from 3,869 students in government secondary schools in Nsukka Education Zone, Enugu State, Nigeria. The Economics Multiple Choice Test, consisting of 50 items, was administered twice to capture occasion-related variance. Data were analyzed using EduG software version 6.1e. The Generalizability study estimated variance components for students, items, occasions, and their interactions, while the Decision study simulated changes in test length to identify the minimum number of items needed for acceptable reliability. Results indicated that student item interactions and residual error were the major sources of score variability, whereas item and occasion effects were minimal. Relative reliability reached acceptable levels with 51 items, but absolute reliability required 52 items. The study demonstrates that carefully designed test length is critical for reliable assessment and recommends using Generalizability Theory to guide test development, ensuring accurate and trustworthy evaluation of student performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502531 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1502531 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1502531 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Determining Minimum Test Length for Reliable Assessment Using Generalizability Theory: Evidence from an Economics Multiple-Choice Test – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ossai+Elizabeth+Ngozika%22">Ossai Elizabeth Ngozika</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22African+Educational+Research+Journal%22"><i>African Educational Research Journal</i></searchLink>. 2026 14(1):128-133. – Name: Avail Label: Availability Group: Avail Data: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Test+Length%22">Test Length</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Generalizability+Theory%22">Generalizability Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Economics+Education%22">Economics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2354-2160 – Name: Abstract Label: Abstract Group: Ab Data: This study investigated the reliability of a multiple-choice Economics test for senior secondary school students using Generalizability Theory, with the goal of determining the minimum test length required for dependable assessment. A stratified random sample of 350 SS2 students was drawn from 3,869 students in government secondary schools in Nsukka Education Zone, Enugu State, Nigeria. The Economics Multiple Choice Test, consisting of 50 items, was administered twice to capture occasion-related variance. Data were analyzed using EduG software version 6.1e. The Generalizability study estimated variance components for students, items, occasions, and their interactions, while the Decision study simulated changes in test length to identify the minimum number of items needed for acceptable reliability. Results indicated that student item interactions and residual error were the major sources of score variability, whereas item and occasion effects were minimal. Relative reliability reached acceptable levels with 51 items, but absolute reliability required 52 items. The study demonstrates that carefully designed test length is critical for reliable assessment and recommends using Generalizability Theory to guide test development, ensuring accurate and trustworthy evaluation of student performance. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1502531 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502531 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 128 Subjects: – SubjectFull: Test Length Type: general – SubjectFull: Test Reliability Type: general – SubjectFull: Generalizability Theory Type: general – SubjectFull: Economics Education Type: general – SubjectFull: Multiple Choice Tests Type: general – SubjectFull: Secondary School Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Scores Type: general – SubjectFull: Test Construction Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Accuracy Type: general – SubjectFull: Nigeria Type: general Titles: – TitleFull: Determining Minimum Test Length for Reliable Assessment Using Generalizability Theory: Evidence from an Economics Multiple-Choice Test Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ossai Elizabeth Ngozika IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2354-2160 Numbering: – Type: volume Value: 14 – Type: issue Value: 1 Titles: – TitleFull: African Educational Research Journal Type: main |
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