# Dependability of preservice clinical teaching scores using Generalizability Theory

## TL;DR

This study evaluates the reliability of scores from clinical teaching assessments of preservice teachers using Generalizability Theory in Ghana.

## Contribution

The study applies Generalizability Theory to identify error sources in clinical teaching assessments of preservice teachers.

## Key findings

- Person-by-item interaction and residual errors were the main sources of error in assessments.
- Generalizability and dependability coefficients were 0.91 and 0.90, indicating high precision in assessments.

## Abstract

The core of teacher training is to prepare preservice teachers to engage in teaching practices that enhance the acquisition of 21st-century skills. Clinical teaching is an integral part of teacher training. The processes involved in assessing preservice teachers’ clinical teaching experiences are not immune to error; therefore, when not well executed, they may compromise the validity and reliability of the scores derived.

Our study applies Generalizability theory (G-theory) to examine sources of error in clinical teaching practice at a university in Ghana. We adopted a three-facet partially nested random balanced design, with occasion nested within rater, nested within person, and all crossed with items, denoted by (o: r: p) × i, to investigate clinical teaching observations involving 20 items, 107 raters, 2 occasions, and 208 preservice teachers.

We found that person-by-item interaction and the residual were the major sources of error. The generalizability and dependability coefficients were 0.91 and 0.90, respectively.

We concluded that preservice teachers’ teaching competencies were assessed with high level of precision, though the assessment process was characterized by some errors. The study made useful recommendations to key stakeholders.