Evaluating the concept retrieval technique as an Assessment Tool: Generalizability and Concurrent Validity Evidence

Evaluating the concept retrieval technique as an Assessment Tool: Generalizability and Concurrent Validity Evidence | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Evaluating the concept retrieval technique as an Assessment Tool: Generalizability and Concurrent Validity Evidence Soma Ibrahim Ali, Salah Eldin Kassab, Mohamed M Al-Eraky, Henk G. Schmidt This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8501169/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 10 You are reading this latest preprint version Abstract Background In health professions education, assessing students’ conceptual understanding and knowledge retrieval is essential for effective clinical practice. This study aimed to examine the generalizability and concurrent validity of the concept retrieval technique (CRT) as an alternative to open-ended examinations and to determine whether differential weighting of concepts enhances its concurrent validity. Method A quantitative study conducted at a private university in United Arab Emirates. Two studies were conducted. Study 1 was an experimental study conducted with 41 first-year Bachelor of Science in nursing (BSN) students. Students studied short texts on two topics. Target word lists of key concepts were prepared for each topic, with each concept assigned a weight reflecting its relative importance. To assess the reliability of the concept retrieval technique (CRT), Generalizability theory (G theory) was employed. Concurrent validity was evaluated by comparing CRT performance with essay tests (memory retrieval) and multiple-choice questions (concept recognition). The three sets of exams were administered concurrently. First, CRT reliability was computed using the G theory and D study. Second, correlations between CRT and essay test scores were calculated to determine the concurrent validity of CRT. Third, the relationship between retrieval and recognition outcomes was examined by comparing CRT and essay test scores with MCQs. Fourth, evaluation of weighted versus unweighted scoring to examine whether weighting improved concurrent validity. Study 2, reassessed CRT concurrent validity in a different nursing domain (mental health nursing course) among 43 third- and fourth-year BSN students. Results The concept retrieval technique demonstrated good generalizability across raters and domains (G = 0.87). The D-study indicated that the number of domains, rather than raters, was the primary determinant of reliability, with two domains and a single rater sufficient to achieve good reliability. CRT also showed considerable concurrent validity with essay-based assessments. Comparisons between weighted and unweighted concept grading revealed minimal differences in student performance, with no significant effect on the concurrent validity of the CRT. Conclusions CRT is a reliable and unbiased assessment method, with good generalizability across Raters and domains. It also has a notable concurrent validity when compared to essay-based evaluations. Unweighted scoring of CRTs is favored for its simplicity and time efficiency. concept retrieval technique Concurrent Validity Generalizability Nursing Students Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 16 Apr, 2026 Reviews received at journal 09 Apr, 2026 Reviewers agreed at journal 20 Mar, 2026 Reviews received at journal 15 Jan, 2026 Reviewers agreed at journal 15 Jan, 2026 Reviewers invited by journal 12 Jan, 2026 Editor invited by journal 12 Jan, 2026 Editor assigned by journal 09 Jan, 2026 Submission checks completed at journal 09 Jan, 2026 First submitted to journal 02 Jan, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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This study aimed to examine the generalizability and concurrent validity of the concept retrieval technique (CRT) as an alternative to open-ended examinations and to determine whether differential weighting of concepts enhances its concurrent validity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e A quantitative study conducted at a private university in United Arab Emirates. Two studies were conducted. \u003cstrong\u003eStudy 1\u003c/strong\u003e was an experimental study conducted with 41 first-year Bachelor of Science in nursing (BSN) students. Students studied short texts on two topics. Target word lists of key concepts were prepared for each topic, with each concept assigned a weight reflecting its relative importance. To assess the reliability of the concept retrieval technique (CRT), Generalizability theory (G theory) was employed. Concurrent validity was evaluated by comparing CRT performance with essay tests (memory retrieval) and multiple-choice questions (concept recognition). The three sets of exams were administered concurrently. First, CRT reliability was computed using the G theory and D study. Second, correlations between CRT and essay test scores were calculated to determine the concurrent validity of CRT. Third, the relationship between retrieval and recognition outcomes was examined by comparing CRT and essay test scores with MCQs. Fourth, evaluation of weighted versus unweighted scoring to examine whether weighting improved concurrent validity. \u003cstrong\u003eStudy 2,\u003c/strong\u003e reassessed CRT concurrent validity in a different nursing domain (mental health nursing course) among 43 third- and fourth-year BSN students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e The concept retrieval technique demonstrated good generalizability across raters and domains (G = 0.87). The D-study indicated that the number of domains, rather than raters, was the primary determinant of reliability, with two domains and a single rater sufficient to achieve good reliability. CRT also showed considerable concurrent validity with essay-based assessments. Comparisons between weighted and unweighted concept grading revealed minimal differences in student performance, with no significant effect on the concurrent validity of the CRT.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e CRT is a reliable and unbiased assessment method, with good generalizability across Raters and domains. It also has a notable concurrent validity when compared to essay-based evaluations. 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