Abstract
This article introduces generalizability theory (G-theory) to institutional research and assessment practitioners, and explains how it can be utilized to evaluate the reliability of assessment procedures in order to improve student learning outcomes. The fundamental concepts associated with G-theory are briefly discussed, followed by a discussion of the software needed to conduct a generalizability study (G-study) analysis. The article then presents a case study of a G-study analysis; this case study was conducted in order to evaluate the generalizability and dependability of an exam that third-year medical school students complete. The conclusion discusses several situations that institutional research and assessment practitioners are likely to encounter where G-theory can be used to evaluate and improve their assessment procedures in pursuit of improving student learning outcomes.
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