Generalizability Theory for Randomly Parallel Testing

Abstract Advancements in artificial intelligence (AI) have brought significant changes to testing practices, including the emergence of randomly parallel testing (RPT), in which examinees receive different but psychometrically similar sets of items generated from templates or AI‐based systems. This paper presents a generalizability theory (GT) framework for estimating conditional standard errors of measurement (CSEMs) and related reliability indices, with a particular focus on design structures commonly encountered in RPT within domain‐referenced testing contexts. The proposed framework supports the evaluation of score precision across a variety of operational designs, including crossed, nested, and multivariate configurations. Several illustrative examples are provided to demonstrate the methodology in practical settings. The paper also addresses key psychometric and interpretive challenges associated with RPT and outlines promising directions for future research.

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Publication Details

Journal
Journal of Educational Measurement
Published
2026-01-21
DOI
https://doi.org/10.1111/jedm.70029
Primary Topic
Psychometric Methodologies and Testing
Type
article
Field-Weighted Citation Impact
0.00
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article

Generalizability Theory for Randomly Parallel Testing

Stella Kim, Seungwon Shin, Won‐Chan Lee
Journal of Educational Measurement
Psychometric Methodologies and Testing
article

Generalizability Theory for Randomly Parallel Testing

Stella Kim, Seungwon Shin, Won‐Chan Lee
article en

Abstract

Abstract Advancements in artificial intelligence (AI) have brought significant changes to testing practices, including the emergence of randomly parallel testing (RPT), in which examinees receive different but psychometrically similar sets of items generated from templates or AI‐based systems. This paper presents a generalizability theory (GT) framework for estimating conditional standard errors of measurement (CSEMs) and related reliability indices, with a particular focus on design structures commonly encountered in RPT within domain‐referenced testing contexts. The proposed framework supports the evaluation of score precision across a variety of operational designs, including crossed, nested, and multivariate configurations. Several illustrative examples are provided to demonstrate the methodology in practical settings. The paper also addresses key psychometric and interpretive challenges associated with RPT and outlines promising directions for future research.

Journal of Educational MeasurementVol. 63(1)
University of North Carolina at Charlotte (US), University of Iowa (US)
Openalex Percentile: Top 83%
Psychometric Methodologies and Testing
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