• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.399-413
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• 1998

This study is based upon the survey for the GALT(Group Assessment of Logical Thinking) full version and short version used in the science education researches for investigating the cognitive levels of students in secondary schools. The main discussions include the annual trends of two GALT versions appeared in the research papers, the distributions of the students' cognitive levels obtained by two GALT versions, the purposes of the GALT used in the researches, and the results of two GALT versions applied to the same group of high school students. The summarized results are as follows. The frequency of the GALT short version used in the research papers has been increased recently relative to that of the full version. For the same grade students, the fraction of students in the formal operational cognitive level obtained from the GALT short version was always bigger than those obtained from the full version. The purposes of the GALT employed in the researches are classified into two groups. One group includes the papers in which the subjects were subgrouped into three cognitive levels from GALT results and it was used as an independent variable to analyze the dependent variable. In this case, the analyzed results might be altered depending on the version of GALT used. The other one includes the papers in which the GALT results were used as a covariable or the GALT scores were used directly without subgrouping the subjects by cognitive levels. For this group, the research results would not depend on the GALT version. When both of the GALT versions were tested on the same group of students with two months interval, the fraction of formal operational level obtained from the short version was bigger than that obtained from the full version.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.95-105
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• 2010

The purpose of this study lies in applying generalizability theory depending on the aim of the usage of GALT to analyze the sources of error of single-facet considering item and person only and to analyze the sources of error of multi-facet considering item, person and domain. The study was conducted with 1016 students of local elementary, middle, and high schools. The 21 items of a full version were answered for 40 minute and then the 12 items of short version were sampled to analyze reliability using generalizability theory. Both the full version and the short version of the items were analyzed using Cronbach's alpha for data analysis, and we applied generalizability theory and separate $p{\times}i$ design and $p{\times}(i:h)$ design, G study and D study were performed. Results of analysis are as follows: First, the result of D study after $p{\times}I$ design both on the full version and the short version showed that in the case of the full version, the generalizability coefficient was 0.87 exceeding a normal level of 0.80, and the normal level of generalizability coefficient was achieved in 13 items as well. In case of short version, when 12 items were evaluated, generalizability coefficient was 0.77 not reaching the normal level, and the normal level was achieved in case of more than 15 items. Second, the result of D study after $p{\times}(I:H)$ design on the short version showed that once one domain consists of 2 items in 6 domains, generalizability coefficient was 0.71 which is lower than the normal level of 0.80, the normal level was achieved in more than 5 item cases.