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Sixteen students who completed a communication-skills elective were assessed across crossed and nested variability facets: student, rater, occupation (duty group), and task. 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Bilge Uzun1 􀀣  Mehtap Aktaş2  Semih Aşiret3  Seha Yorulmaz4   \n1,2,3,4Department of Measurement and Evaluation in Education, Faculty of Education, Mersin University, Mersin, Turkey  \n(􀀣 Corresponding Author)  \nAbstract  \nThe goal of this study is to determine the reliability of the performance points of dentistry students regarding communication skills and to examine the scoring reliability by generalizability theory in balanced random and fixed facet (mixed design) data, considering also the interactions of student, rater and duty. The study group of the research consists of the 16 dentistry students who took communication skills elective course in Hacettepe University in 2014-2015 academic year. In the study, the variability sources are taken as student (s), rater (r), occupation (o) and task (t) . 16 students are assigned with 16 different duties and whether the students fulfill the duties is rated by 8 raters from two different occupation groups, 4 standard patients and 4 academicians. On these facets using different designs G study has been performed. Within the scope of this study the sxrxt design where all variability sources are crossed; sx(o:r)xt design where the occupation nested on rater as the result of scoring of the students by two different occupation groups as standard patient and academicians; sxaxt and sxspxt facets where rater facet is taken as fixed facet according to occupation groups (sp: Standard Patient, a: Academician) were examined. For each  \ndesign estimated variance components are discussed separately. Keywords: Communication skills, Performance evaluation, Reliability, Generalizability theory.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 86  \n2. Method ............................................................................................................................................................................................... 87  \n3. Findings ............................................................................................................................................................................................. 87  \n4. Discussion, Conclusion and Implications.................................................................................................................................... 88  \nReferences .............................................................................................................................................................................................. 89  \nBibliography .......................................................................................................................................................................................... 90  \nContribution/Acknowledgement: All authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \n1. Introduction  \nIn measurement studies the goal is to provide that the acquired score regarding the measured property to be as close as possible to the actual score. The proximity of the value obtained from measurement results to the true value of the measured property is obtained by capability of making e","cbCaisa0k4rtOxTe","https://ap.wps.com/l/cbCaisa0k4rtOxTe","pdf",504998,"English","# Introduction\n# Method\n# Findings\n# Discussion, Conclusion and Implications\n# References\n# Bibliography","[{\"question\":\"What is the main objective of this study?\",\"answer\":\"To determine the reliability of dentistry students’ performance scores for communication skills and to examine scoring reliability using generalizability theory in mixed designs.\"},{\"question\":\"Which variability sources are analyzed in the generalizability theory framework?\",\"answer\":\"Student (s), rater (r), occupation/duty (o), and task (t), including interactions involving student, rater, and duty.\"},{\"question\":\"How were students and raters organized for the scoring?\",\"answer\":\"Sixteen dentistry students completed a communication-skills elective; they were assigned to 16 different duties rated by eight raters from two occupation groups, including standard patients and academicians.\"}]","Using Generalizability Theory to Assess the Score Reliability of Communication Skills of Dentistry Students | PDF",1792074832,15]