BACKGROUND & AIMS: :Patient cases with associated questions are a method for increasing the clinical relevance of licensure exams. This study used generalizability theory to assess changes in score reliability when the number of questions per case varied in the National Board Dental Hygiene Examination (NBDHE). The experimental design maintained the same total number of case-based items, while varying the number of cases and items within cases to assess changes in score reliability. Using generalizability theory, the amounts of error variance within cases and between cases on the NBDHE were assessed. Impact on score reliability (generalizability) was computed. The data were from the responses of 4,528 candidates who took the paper-pencil version of the NBDHE in spring 2009. Results showed that the minimum value of generalizability occurred when fourteen cases with ten items each were used in the examination. The maximum value of generalizability occurred when fifty cases with three items each were used in the examination. The research findings support the development of more cases with fewer items per case on the NBDHE in order to enhance test score reliability and validity. Practical constraints should be considered if more cases with fewer items per case are developed for future examinations.

背景与目标： ：具有相关问题的患者案例是提高执照考试临床相关性的一种方法。这项研究使用概化理论评估了每例病例在美国国家卫生局牙齿卫生检查（NBDHE）中发生变化的问题数时评分可靠性的变化。实验设计保持基于案例的项目总数不变，同时改变案例数和案例中的项目数以评估评分可靠性的变化。使用可概化理论，对NBDHE上的案例内部和案例之间的错误差异进行了评估。计算了对分数可靠性（通用性）的影响。数据来自于2009年春季采用纸铅笔版NBDHE的4,528名候选人的回答。结果显示，当14例每个检查10项的案例出现时，泛化性的最小值出现。在检查中使用了50个案例，每个案例包含三个项目时，泛化能力的最大值出现。研究结果支持在NBDHE上开发更多案例，每个案例更少的项目，以增强测试分数的可靠性和有效性。如果为以后的检查开发了更多的案例，而每个案例的项目更少，则应考虑实际的限制。

BACKGROUND & AIMS: :The purpose of the study was to determine if learners who receive face-to-face instruction in an educational program performed statistically better on established benchmark assessments (GPA, course averages, and NBDHE) than learners at a distance from the didactic course instructor. A comparative, quasi-experimental, ex-post facto study was conducted. The treatment variable was program type: face-to-face vs. distance. The performance of five consecutive classes was analyzed, from 1997 to 2001. These five classes consisted of 221 learners, 105 of them at the host site and 115 using distance learning. The experimental groups were divided based upon location--host or cooperating college (distance) site learners. Study results identified no significant difference between host and distance learner performance for the entire educational program. The use of interactive television (ITV) for delivery of an educational program using distance education technology provided acceptable results in learner didactic performance. Learners at both the host and cooperating college (distance) sites performed equally well. The results were used to document program outcomes.

背景与目标： ：该研究的目的是确定在既定基准评估（GPA，课程平均水平和NBDHE）下，在教育计划中接受面对面指导的学习者是否比离教学课程指导员较远的学习者在统计学上更好。进行了一项比较的，准实验后事后研究。治疗变量是程序类型：面对面与距离。从1997年到2001年，对五个连续的班级的表现进行了分析。这五个班级由221名学习者组成，其中有105名在主持人学习，115名使用远程学习。实验组根据位置进行了划分-主持人或合作的大学（远程）站点学习者。研究结果表明，在整个教育计划中，主持人和远程学习者的表现之间没有显着差异。使用交互式电视（ITV）交付使用远程教育技术的教育节目，为学习者的教学表现提供了可接受的结果。主办方和合作大学（远程）站点的学习者表现同样出色。结果用于记录计划结果。

BACKGROUND & AIMS: :This article describes a protocol that was employed to validate the content of the National Board Dental Hygiene Examination (NBDHE) using two separate practice analyses. The protocol consisted of the following phases: (1) the careful definition of the domain of knowledge and skills required for successful entry-level dental hygiene practice, (2) the conduct of a survey to gather information regarding the judgments of practicing dental hygienists on the important knowledge, abilities, and skills required of entry-level dental hygiene practice, (3) the analysis of the survey data, (4) the integration of the survey findings with the examination content using a two-dimensional matrix, (5) development of the updated specifications of the examination based on the practice analysis data, and (6) implementation of the updated specifications for subsequent item and test development. Survey data from 1,284 and 1,388 full-time practicing dental hygienists for the 2002 and 2009 practice analyses, respectively, were analyzed. A two-dimensional matrix was used to map the content of the examination to the practice of dental hygiene based on the practice analysis data. The mapping showed that the distribution of items in the content specifications reflected actual dental hygiene practice. Thus, the adequacy of the content validity of the NBDHE was confirmed.

背景与目标： ：本文介绍了一种协议，该协议使用两次单独的实践分析来验证美国国家牙科牙齿卫生检查（NBDHE）的内容。该协议包括以下几个阶段：（1）仔细定义成功的入门级牙齿卫生实践所需的知识和技能范围，（2）进行调查以收集有关在实践中对牙齿卫生师进行判断的信息入门级牙齿卫生实践所需的重要知识，能力和技能，（3）调查数据的分析，（4）使用二维矩阵将调查结果与检查内容相结合，（5）根据实践分析数据开发更新的考试规范，以及（6）实施更新的规范以用于后续项目和测试开发。分析了分别来自2002年和2009年的1,284名和1,388名全职牙科保健师的调查数据。基于实践分析数据，使用二维矩阵将检查内容映射到牙齿卫生实践。该映射图显示，内容规范中的项目分布反映了实际的牙齿卫生习惯。因此，证实了NBDHE的内容有效性的充分性。

BACKGROUND & AIMS: :This study examined the validity and reliability of portfolio assessment using Messick's unified framework of construct validity. Theoretical and empirical evidence was sought for six aspects of construct validity. Seven faculty raters evaluated twenty student portfolios using a primary trait analysis scoring rubric. A significant relationship (r = .81-.95; p < .01) between the seven subscales in the scoring rubric demonstrates measurement of a common construct. There was a significant relationship between portfolios and GPA (r = .70; p < .01) and the NBDHE (r = .60; p < .01). The relationship between portfolios and the Central Regional Dental Testing Service (CRDTS) examination was both weak and nonsignificant (r = .19; p > .05). A fully crossed, two-facet generalizability (G) study design was used to examine reliability. ANOVA demonstrated that the greatest source of variance was the scoring rubric itself, accounting for 78 percent of the total variance. The smallest source of variance was the interaction between portfolio and rubric (1.15 percent). Faculty rater variance accounted for only 1.28 percent of total variance. A phi coefficient of .86, analogous to a reliability coefficient in classical test theory, was obtained in the decision study by increasing the subscales to fourteen and decreasing faculty raters to three. In conclusion, the pattern of findings from this study suggests that portfolios can serve as a valid and reliable measure for assessing student competency.

背景与目标： ：本研究使用了梅西克构建效度的统一框架来检验投资组合评估的有效性和可靠性。寻求结构有效性的六个方面的理论和经验证据。七个教师评价者使用评分标准对主要特征进行了评估，评估了二十个学生档案袋。评分标准中七个子量表之间的显着关系（r = .81-.95; p <.01）证明了对常见结构的测量。投资组合与GPA之间（r = .70; p <.01）和NBDHE（r = .60; p <.01）之间存在显着的关系。投资组合与中央区域牙科检查服务（CRDTS）检验之间的关系既弱又无意义（r = .19； p> .05）。使用完全交叉的两面概化（G）研究设计来检查可靠性。方差分析表明，方差的最大来源是评分标准本身，占总方差的78％。差异的最小来源是投资组合和专栏之间的相互作用（1.15％）。教师评估者方差仅占总方差的1.28％。在决策研究中，通过将子量表增加到14，将教职人员减少到3，在决策研究中获得了与经典测试理论中的可靠性系数类似的.86 phi系数。总而言之，这项研究的结果模式表明，档案袋可以作为评估学生能力的有效且可靠的方法。