On the reliability of categorically scored examinations

    Research output: Contribution to journalArticlepeer-review


    A decision-theoretic approach to the question of reliability in categorically scored examinations is explored. The concepts of true scores and errors are discussed as they deviate from conventional psychometric definitions and measurement error in categorical scores is cast in terms of misclassifications. A reliability measure based on proportional reduction in loss (PRL) is then presented and exemplified with data from a large-scale assessment. The link between the PRL approach and the classical conception of reliability is discussed. Some design considerations for reliability studies are also discussed.

    Original languageEnglish
    Pages (from-to)193-204
    Number of pages12
    JournalJournal of Educational Measurement
    Issue number3
    StatePublished - 2004

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology
    • Applied Psychology
    • Psychology (miscellaneous)


    Dive into the research topics of 'On the reliability of categorically scored examinations'. Together they form a unique fingerprint.

    Cite this