This document discusses the meaning and importance of reliability in testing. It defines reliability as the consistency or stability of test scores if the test is administered multiple times. Several methods for estimating reliability are described, including test-retest reliability, alternate forms reliability, and internal consistency estimates like split-half reliability and Cronbach's alpha. Factors that can impact reliability coefficients like test length, score range, and guessing are also covered.
This document discusses the concept of reliability in testing. It provides several definitions of reliability from dictionaries and researchers. Reliability refers to the consistency and repeatability of test results. The document outlines different types of reliability, including test-retest reliability, parallel-form reliability, and internal consistency reliability. It also discusses factors that can affect reliability, such as test length, heterogeneity of scores, difficulty level, test administration, scoring, and the passage of time between test administrations. Controlling for these factors can improve a test's reliability.
This short SlideShare presentation explores a basic overview of test reliability and test validity. Validity is the degree to which a test measures what it is supposed to measure. Reliability is the degree to which a test consistently measures whatever it measures. Examples are given as well as a slide on considerations for writing test questions that demand higher-order thinking.
Meaning and Methods of Estimating Reliability of Test.pptxsarat68
This document discusses the meaning and methods of estimating the reliability of tests. It defines reliability as the consistency or stability of test scores. Several methods for estimating reliability are described, including test-retest reliability, alternate forms reliability, and internal consistency reliability using split-half, Cronbach's alpha, and Kuder-Richardson formulas. Factors that influence reliability coefficients are also examined, such as test length, range of scores, and the ability to guess answers correctly.
Standardized and non-standardized tests are used to assess students. [1] Standardized tests are administered uniformly with set procedures for scoring and interpretation, while non-standardized tests do not have uniform procedures. [2] For accurate measurement, tests must be valid, reliable, and usable to provide dependable results. [3] Different types of tests include essay tests which allow freedom of response and evaluate complex learning outcomes.
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Objective and Essay Type Items
Student Name: Amna Qazi
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reliability
Student Name: Sarang Joyo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses the concept of reliability in testing. It provides several definitions of reliability from dictionaries and researchers. Reliability refers to the consistency and repeatability of test results. The document outlines different types of reliability, including test-retest reliability, parallel-form reliability, and internal consistency reliability. It also discusses factors that can affect reliability, such as test length, heterogeneity of scores, difficulty level, test administration, scoring, and the passage of time between test administrations. Controlling for these factors can improve a test's reliability.
This short SlideShare presentation explores a basic overview of test reliability and test validity. Validity is the degree to which a test measures what it is supposed to measure. Reliability is the degree to which a test consistently measures whatever it measures. Examples are given as well as a slide on considerations for writing test questions that demand higher-order thinking.
Meaning and Methods of Estimating Reliability of Test.pptxsarat68
This document discusses the meaning and methods of estimating the reliability of tests. It defines reliability as the consistency or stability of test scores. Several methods for estimating reliability are described, including test-retest reliability, alternate forms reliability, and internal consistency reliability using split-half, Cronbach's alpha, and Kuder-Richardson formulas. Factors that influence reliability coefficients are also examined, such as test length, range of scores, and the ability to guess answers correctly.
Standardized and non-standardized tests are used to assess students. [1] Standardized tests are administered uniformly with set procedures for scoring and interpretation, while non-standardized tests do not have uniform procedures. [2] For accurate measurement, tests must be valid, reliable, and usable to provide dependable results. [3] Different types of tests include essay tests which allow freedom of response and evaluate complex learning outcomes.
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Objective and Essay Type Items
Student Name: Amna Qazi
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Reliability
Student Name: Sarang Joyo
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Subjective and Objective Test
Student Name: Jeejal Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document discusses the purpose, principles, and scope of testing and evaluation. The purpose of testing is to assess student performance and assign grades. Testing also helps predict future performance. There are four key principles of testing: practicality, reliability, validity, and authenticity. Evaluation aims to determine competence, predict educational practices, and clarify proficiency. Evaluation techniques should be selected based on their purposes and limitations. The scope of evaluation includes making value judgments, determining how well objectives were attained, and identifying student strengths, weaknesses, and needs.
The document discusses different types of tests used to evaluate students, including standardized tests and teacher-made tests. It defines tests as methods to measure student behavior and performance against standards. Standardized tests are administered uniformly, while teacher-made tests are designed by teachers to monitor student progress. The document also describes different question types like essay questions, short-answer questions, and multiple choice questions; and provides advantages and disadvantages of each. It provides guidance on constructing effective test items and developing reliable and valid tests.
This document discusses the different types of validity in psychological testing: face validity, content validity, criterion validity (including predictive and concurrent validity), and discriminant validity. It provides examples for each type of validity. Criterion validity refers to how a test correlates with other measures of the same construct. Discriminant validity shows a test does not correlate with measures of different constructs. Validity is determined through empirical evidence over many studies, and is not an all-or-none concept. Factors like history, maturation, testing, and selection can threaten a test's validity if not controlled.
This document discusses the key characteristics of a good measuring instrument or test, including validity, reliability, objectivity, norms, and usability. It defines validity as the accuracy with which a test measures what it claims to measure, and describes different types of validity including content validity, criterion-related validity, and construct validity. Reliability is defined as the consistency of measurement and different methods for estimating reliability are outlined. Objectivity refers to eliminating personal bias from scoring. Norms provide average scores for comparison. Usability factors like ease of administration, timing, cost, and scoring are also addressed.
This document discusses the concept of validity in psychological testing and research. It provides definitions of validity from authoritative sources like the American Psychological Association. It distinguishes between different types of validity like construct validity, content validity, criterion validity, predictive validity, concurrent validity, and experimental validity, which includes statistical conclusion validity, internal validity, external validity, and ecological validity. The relationships between these types of validity are explored in depth through multiple examples and implications. The document emphasizes that validity concerns the appropriate interpretation and use of test scores rather than a test itself. It is intended as a guide on validity for Dr. GHIAS UL HAQ from SARHAD UNIVERSITY OF INFORMATION TECHNOLOGY, PESHAWAR.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
The document discusses reliability and validity in research studies. It defines key terms like validity, reliability, and objectivity. There are different types of validity including internal, external, logical, statistical, and construct validity. Threats to validity are also outlined such as maturation, history, pre-testing, selection bias, and instrumentation. Reliability refers to consistency of measurements and is a prerequisite for validity. Absolute and relative reliability are discussed. Threats to reliability include fatigue, habituation, and lack of standardization. Measurement error also impacts reliability.
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Reliability refers to the consistency of test scores. A reliable test will produce similar results over multiple test administrations. There are several methods for determining reliability, including internal consistency, test-retest reliability, inter-rater reliability, and split-half reliability. Validity refers to how well a test measures what it intends to measure. Validity can be established through face validity, construct validity, content validity, and criterion validity. Both reliability and validity are important for a high quality test, as a test can be reliable without being valid.
Reliability refers to the consistency or repeatability of measurement results. There are four types of reliability: inter-rater, parallel forms, test-retest, and internal consistency. Reliability can be estimated using external consistency procedures, which compare results from independent data collection processes, or internal consistency procedures, which assess consistency across items in the same test.
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses validity and reliability in quantitative research. It defines validity as the ability of an instrument to measure what it is designed to measure, and reliability as the consistency of measurements. There are several types of validity, including face validity, content validity, criterion validity, and construct validity. Reliability can be measured through test-retest reliability, parallel-forms reliability, and internal consistency reliability. Both validity and reliability are important for research quality and ensuring an instrument accurately measures the intended construct. A test cannot be considered valid without also being reliable.
This document discusses the concept of reliability in testing. It defines reliability as giving consistent results across different administrations of a test. It then provides definitions of reliability from various sources that similarly emphasize consistency of measurement. The document goes on to list and briefly describe five common methods used to measure reliability: test-retest method, split-half method, parallel forms method, internal consistency method, and scorer's reliability. It provides a one sentence description of how each method is used to assess reliability.
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
Reliability refers to the consistency of a measure. There are several types of reliability: test-retest, equivalency, inter-rater, and internal consistency. Test-retest reliability assesses consistency over time, equivalency assesses consistency between alternate forms, inter-rater assesses consistency between raters, and internal consistency assesses consistency between items. Factors like memory, practice effects, and maturation can impact reliability over time. Reliability is important for a measure to be valid and useful. Ways to improve reliability include making tests longer, carefully constructing items, and standardizing administration procedures.
This document discusses the concept of validity in psychological testing. It defines validity as the degree to which a test measures what it claims to measure. There are three main types of validity: content validity, which concerns how well a test represents the content area it aims to measure; criterion-related validity, which compares test scores to external criteria; and construct validity, which evaluates how well a test measures hypothetical constructs. Validity is influenced by factors like test length and the range of abilities in the sample population. A test must demonstrate validity to ensure the inferences made from its results are appropriate and meaningful.
Validity:
Validity refers to how well a test measures what it is purported to measure.
Types of Validity:
1. Logic valididty:
Validity which is in the form of theory, statements. It has 2 types.
I. Face Validity:
It is the extent to which the measurement method appears “on its face” to measure the construct of interest.
• Example:
• suppose you were taking an instrument reportedly measuring your attractiveness, but the questions were asking you to identify the correctly spelled word in each list
II. Content Validity:
Measuring all the aspects contributing to the variable of the interest.
Example:
For physical fitness temperature, height and stamina are supposed to be assess then a test of fitness must include content about temperatures, height and stamina.
2. Criterion
It is the extent to which people’s scores are correlated with other variables or criteria that reflect the same construct
Example:
An IQ test should correlate positively with school performance.
An occupational aptitude test should correlate positively with work performance.
Types of Criterion Validity
Concurrent validity:
• When the criterion is something that is happening or being assessed at the same time as the construct of interest, it is called concurrent validity.
• Example:
Beef test.
Predictive validity:
• A new measure of self-esteem should correlate positively with an old established measure. When the criterion is something that will happen or be assessed in the future, this is called predictive validity.
• Example:
GAT, SAT
Other types of validity
Internal Validity:
It is basically the extent to which a study is free from flaws and that any differences in a measurement are due to an independent variable and nothing else
External Validity
• It is the extent to which the results of a research study can be generalized to different situations, different groups of people, different settings, different conditions, etc.
What makes a good testA test is considered good” if the .docxmecklenburgstrelitzh
A good test is valid, reliable, job-relevant, and allows for effective decision making. A test is valid if it measures what it claims to measure, and reliability refers to a test's consistency. A test must demonstrate both reliability and validity to be considered a good assessment tool. Reliability is determined by coefficients like Cronbach's alpha, and validity is established through methods like criterion-related, content, and construct validation involving the target population. Test manuals provide information on a test's reliability, validity, appropriate uses and populations.
Reliability refers to the consistency of a measure. There are several types of reliability: test-retest, equivalency, inter-rater, and internal consistency. Test-retest reliability assesses consistency over time, equivalency assesses consistency between parallel forms, inter-rater assesses consistency between raters, and internal consistency assesses consistency between items. Factors like memory, practice effects, and maturation can impact reliability over time. Reliability is important for a measure to be valid and useful. Ways to improve reliability include making tests longer, carefully constructing items, and standardizing administration procedures.
The document discusses the purpose, principles, and scope of testing and evaluation. The purpose of testing is to assess student performance and assign grades. Testing also helps predict future performance. There are four key principles of testing: practicality, reliability, validity, and authenticity. Evaluation aims to determine competence, predict educational practices, and clarify proficiency. Evaluation techniques should be selected based on their purposes and limitations. The scope of evaluation includes making value judgments, determining how well objectives were attained, and identifying student strengths, weaknesses, and needs.
The document discusses different types of tests used to evaluate students, including standardized tests and teacher-made tests. It defines tests as methods to measure student behavior and performance against standards. Standardized tests are administered uniformly, while teacher-made tests are designed by teachers to monitor student progress. The document also describes different question types like essay questions, short-answer questions, and multiple choice questions; and provides advantages and disadvantages of each. It provides guidance on constructing effective test items and developing reliable and valid tests.
This document discusses the different types of validity in psychological testing: face validity, content validity, criterion validity (including predictive and concurrent validity), and discriminant validity. It provides examples for each type of validity. Criterion validity refers to how a test correlates with other measures of the same construct. Discriminant validity shows a test does not correlate with measures of different constructs. Validity is determined through empirical evidence over many studies, and is not an all-or-none concept. Factors like history, maturation, testing, and selection can threaten a test's validity if not controlled.
This document discusses the key characteristics of a good measuring instrument or test, including validity, reliability, objectivity, norms, and usability. It defines validity as the accuracy with which a test measures what it claims to measure, and describes different types of validity including content validity, criterion-related validity, and construct validity. Reliability is defined as the consistency of measurement and different methods for estimating reliability are outlined. Objectivity refers to eliminating personal bias from scoring. Norms provide average scores for comparison. Usability factors like ease of administration, timing, cost, and scoring are also addressed.
This document discusses the concept of validity in psychological testing and research. It provides definitions of validity from authoritative sources like the American Psychological Association. It distinguishes between different types of validity like construct validity, content validity, criterion validity, predictive validity, concurrent validity, and experimental validity, which includes statistical conclusion validity, internal validity, external validity, and ecological validity. The relationships between these types of validity are explored in depth through multiple examples and implications. The document emphasizes that validity concerns the appropriate interpretation and use of test scores rather than a test itself. It is intended as a guide on validity for Dr. GHIAS UL HAQ from SARHAD UNIVERSITY OF INFORMATION TECHNOLOGY, PESHAWAR.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
The document discusses reliability and validity in research studies. It defines key terms like validity, reliability, and objectivity. There are different types of validity including internal, external, logical, statistical, and construct validity. Threats to validity are also outlined such as maturation, history, pre-testing, selection bias, and instrumentation. Reliability refers to consistency of measurements and is a prerequisite for validity. Absolute and relative reliability are discussed. Threats to reliability include fatigue, habituation, and lack of standardization. Measurement error also impacts reliability.
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Reliability refers to the consistency of test scores. A reliable test will produce similar results over multiple test administrations. There are several methods for determining reliability, including internal consistency, test-retest reliability, inter-rater reliability, and split-half reliability. Validity refers to how well a test measures what it intends to measure. Validity can be established through face validity, construct validity, content validity, and criterion validity. Both reliability and validity are important for a high quality test, as a test can be reliable without being valid.
Reliability refers to the consistency or repeatability of measurement results. There are four types of reliability: inter-rater, parallel forms, test-retest, and internal consistency. Reliability can be estimated using external consistency procedures, which compare results from independent data collection processes, or internal consistency procedures, which assess consistency across items in the same test.
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses validity and reliability in quantitative research. It defines validity as the ability of an instrument to measure what it is designed to measure, and reliability as the consistency of measurements. There are several types of validity, including face validity, content validity, criterion validity, and construct validity. Reliability can be measured through test-retest reliability, parallel-forms reliability, and internal consistency reliability. Both validity and reliability are important for research quality and ensuring an instrument accurately measures the intended construct. A test cannot be considered valid without also being reliable.
This document discusses the concept of reliability in testing. It defines reliability as giving consistent results across different administrations of a test. It then provides definitions of reliability from various sources that similarly emphasize consistency of measurement. The document goes on to list and briefly describe five common methods used to measure reliability: test-retest method, split-half method, parallel forms method, internal consistency method, and scorer's reliability. It provides a one sentence description of how each method is used to assess reliability.
This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
Reliability refers to the consistency of a measure. There are several types of reliability: test-retest, equivalency, inter-rater, and internal consistency. Test-retest reliability assesses consistency over time, equivalency assesses consistency between alternate forms, inter-rater assesses consistency between raters, and internal consistency assesses consistency between items. Factors like memory, practice effects, and maturation can impact reliability over time. Reliability is important for a measure to be valid and useful. Ways to improve reliability include making tests longer, carefully constructing items, and standardizing administration procedures.
This document discusses the concept of validity in psychological testing. It defines validity as the degree to which a test measures what it claims to measure. There are three main types of validity: content validity, which concerns how well a test represents the content area it aims to measure; criterion-related validity, which compares test scores to external criteria; and construct validity, which evaluates how well a test measures hypothetical constructs. Validity is influenced by factors like test length and the range of abilities in the sample population. A test must demonstrate validity to ensure the inferences made from its results are appropriate and meaningful.
Validity:
Validity refers to how well a test measures what it is purported to measure.
Types of Validity:
1. Logic valididty:
Validity which is in the form of theory, statements. It has 2 types.
I. Face Validity:
It is the extent to which the measurement method appears “on its face” to measure the construct of interest.
• Example:
• suppose you were taking an instrument reportedly measuring your attractiveness, but the questions were asking you to identify the correctly spelled word in each list
II. Content Validity:
Measuring all the aspects contributing to the variable of the interest.
Example:
For physical fitness temperature, height and stamina are supposed to be assess then a test of fitness must include content about temperatures, height and stamina.
2. Criterion
It is the extent to which people’s scores are correlated with other variables or criteria that reflect the same construct
Example:
An IQ test should correlate positively with school performance.
An occupational aptitude test should correlate positively with work performance.
Types of Criterion Validity
Concurrent validity:
• When the criterion is something that is happening or being assessed at the same time as the construct of interest, it is called concurrent validity.
• Example:
Beef test.
Predictive validity:
• A new measure of self-esteem should correlate positively with an old established measure. When the criterion is something that will happen or be assessed in the future, this is called predictive validity.
• Example:
GAT, SAT
Other types of validity
Internal Validity:
It is basically the extent to which a study is free from flaws and that any differences in a measurement are due to an independent variable and nothing else
External Validity
• It is the extent to which the results of a research study can be generalized to different situations, different groups of people, different settings, different conditions, etc.
What makes a good testA test is considered good” if the .docxmecklenburgstrelitzh
A good test is valid, reliable, job-relevant, and allows for effective decision making. A test is valid if it measures what it claims to measure, and reliability refers to a test's consistency. A test must demonstrate both reliability and validity to be considered a good assessment tool. Reliability is determined by coefficients like Cronbach's alpha, and validity is established through methods like criterion-related, content, and construct validation involving the target population. Test manuals provide information on a test's reliability, validity, appropriate uses and populations.
Reliability refers to the consistency of a measure. There are several types of reliability: test-retest, equivalency, inter-rater, and internal consistency. Test-retest reliability assesses consistency over time, equivalency assesses consistency between parallel forms, inter-rater assesses consistency between raters, and internal consistency assesses consistency between items. Factors like memory, practice effects, and maturation can impact reliability over time. Reliability is important for a measure to be valid and useful. Ways to improve reliability include making tests longer, carefully constructing items, and standardizing administration procedures.
This document discusses various methods for evaluating the reliability of measurement instruments, including internal consistency, test-retest reliability, interrater reliability, split-half methods, and alternate forms methods. It provides details on calculating and interpreting each type of reliability. Factors that can influence reliability are also examined, such as the number of items, characteristics of test takers, heterogeneity of items and groups, and time between test administrations. The document emphasizes that reliability is important for ensuring measurement tools provide consistent results.
This document defines key terms related to reliability and discusses various methods for measuring reliability. It defines reliability as consistency in measurement and discusses sources of error such as test construction, administration, and scoring. It then covers classical test theory, domain sampling theory, item response theory, generalizability theory, and various methods to measure reliability including test-retest, parallel/alternate forms, split-half, inter-item consistency, inter-scorer, and standard error of measurement. It concludes with ways to improve reliability such as using quality test items, adequately sampling content, developing a scoring plan, and ensuring validity.
The document discusses reliability and validity in research tools. It defines reliability as consistency of data collection and validity as measuring what is intended. It discusses different types of reliability - stability over time, equivalence of alternate forms, and internal consistency. It also discusses different types of validity - content, criterion, and construct validity. Factors like threats to groups, regression, time, and respondents' history can affect validity. Reliability ensures consistency while validity determines accuracy of what is measured.
Valiadity and reliability- Language testingPhuong Tran
The document discusses test reliability and validity. It defines reliability as the degree to which a test is free from random measurement error, and validity as the degree to which a test measures the intended construct. There are several factors that can affect test reliability and validity, including test method, personal attributes of test takers, and random factors. Reliability is necessary for validity but not sufficient, as validity also requires examining the relationship between test scores and other relevant criteria. The document outlines various approaches for estimating reliability and gathering evidence to support validity.
Validity and reliability of the instrumentBhumi Patel
This document discusses validity and reliability in research instruments. It defines validity as how well a test measures what it is intended to measure. There are several types of validity discussed including face validity, construct validity, criterion-related validity, and content validity. Reliability refers to the consistency of results produced by a measurement tool and the document outlines test-retest reliability, internal consistency reliability, and inter-rater reliability. A pilot study is also discussed as a small preliminary study conducted before the main research study to identify potential issues and refine the research methodology.
The document discusses the reliability of language tests. It defines reliability as the ability of a test to consistently produce the same results under the same conditions. There are different types of reliability: test-retest reliability measures consistency over time; parallel forms reliability uses different but comparable test forms; and internal consistency examines consistency between parts of the same test using methods like split-half reliability and Cronbach's alpha. Reliability can be affected by factors like test length, range of scores, and item similarity. Ensuring high reliability is important so tests accurately measure constructs without measurement error.
This document defines key concepts in educational measurement including reliability and validity. It discusses how reliability refers to the consistency of a test and can be estimated using methods like test-retest, equivalent forms, and split-half. Validity refers to a test measuring what it intends to measure and includes content, concurrent, predictive, and construct validity. Factors like test length, difficulty, and testing conditions can influence reliability, while clarity, difficulty level, and administration/scoring procedures can impact validity.
Test validity refers to validating the appropriate use of a test score for a specific context or purpose. Validity is determined by studying test results in the intended setting of use, as a test may be suitable for one purpose but not another. Validity is a matter of degree rather than an absolute quality, and establishing validity requires empirical evidence and theoretical justification that the intended inferences from test scores are adequate and appropriate.
This document discusses various methods for measuring the reliability of assessment tools, including inter-rater reliability, test-retest reliability, parallel forms reliability, internal consistency reliability, and the split half method. Inter-rater reliability assesses consistency between raters, while test-retest reliability examines consistency over time. Parallel forms reliability looks for similar results between variations of a test. Internal consistency reliability uses Cronbach's alpha to measure item consistency, and the split half method correlates scores between halves of a test.
Chapter 2 The Science of Psychological Measurement (Alivio, Ansula).pptxHazelLansula1
Contemporary Philippine Arts from the Region is an art produced at the present period in time. In vernacular English, “modern” and “contemporary” are synonyms. Strictly speaking, the term “contemporary art” refers to art made and produced by artists living today. Today’s artists work in and respond to a global environment that is culturally diverse, technologically advancing, and multifaceted. Working in a wide range of mediums, contemporary artists often reflect and comment on modern-day society. When
This document discusses the importance of reliability and validity in testing. It defines reliability as consistency and discusses different types of reliability including test-retest, inter-rater, parallel-forms, and internal consistency reliability. Validity refers to a test measuring what it intends to measure. There are several types of validity discussed including content, construct, criterion-related (concurrent and predictive), face, convergent, treatment, and social validity. The standard error of measurement is also explained as estimating how repeated measures on the same person tend to be distributed around their true score.
Establishing the English Language Test Reliability Djihad .B
This document discusses the concept of reliability in testing. It defines reliability as the consistency of a test in measuring what it intends to measure. There are different types of reliability: test-retest reliability measures consistency over time; parallel-forms reliability compares equivalent tests; and internal consistency examines reliability between parts of a single test using methods like split-half, Cronbach's alpha, and inter-rater reliability. Factors like standardized administration, clear scoring criteria, and minimizing errors can improve a test's reliability. Reliability is a necessary but not sufficient condition for validity - a test must demonstrate reliability before its validity can be established.
Reliability and validity of Research DataAida Arifin
The following PPT is PPT submitted and presented in partial fulfillment of Research Methodology in English Language Teaching Course. under the guidance of Dr. H. Nur Samsu, M.Pd.
To all the people who will read this presentation, I hope you will with this. The content of this presentation are get from the Psychological Assessment book. And this is not all mine.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Reliability of Test
Dr. Sarat Kumar Rout
Assist. Prof. Department of Education
Ravenshaw University
Email:saratrout2007@rediffmail.com
2. Meaning of Reliability
• It refers to the precision or accuracy of the measurement of
score.
• Reliability refers to the stability of a test measure.
• Reliability is the degree to which a Practice, Procedure, or
Test (PPT) produces stable and consistent results if
repeated/re-examined on same individuals/students on
different occasions, or with different sets of equivalent items
when all other factors are held constant.
3. Meaning of Reliability
• Reliability is one of the important
characteristics of a good test.
• (explanation and generalization of results)
Example of tests:
Achievement test;
Intelligence test;
Creativity test; and
Personality test…..etc
4. Logical Meaning of Reliability of a Test
• Whenever we measure something (attribute or trait)
either in the Physical or Social science, the
measurement involves some kind of error.
(Sources of error – observers/scoring, instruments,
instability of the attribute, guessing…..etc)
• In other way, we can say the extent to which the
Practice, Procedure, or Test (PPT) free from
error(random/measurement and systematic) in any
measurement (Physical science or Social science).
5. Logical Meaning of Reliability of a Test
• In terms of an equation, it can be written as:
XT = X∞ +Xe
XT = the actual obtained score
X∞ = true score
Xe= error score
6. Logical Meaning of Reliability of a Test
• Whenever we administer a test to examinees,
we would like to know how much of their
scores reflects "truth" and how much reflects
“error”.
• It is a measure of reliability that provides us
with an estimate of the ‘proportion of
variability in examinees obtained scores that
is due to true differences among examinees
on the attribute(s) measured by the test.
7. Logical Meaning of Reliability of a Test
• When measurement will be free from error,
the reliability will be perfect and reliability
index will be +1.00.
• But reliability is never perfect.
8. Logical Meaning of Reliability of a Test
• Since any obtained score is divided into the true
score plus error score, the total variance of a test
is also divided into two components-true
variance and error variance.
• Variance= square of the standard deviation
• In terms of equation, it may be written as:
σ2
T =σ2∞ +σ2
e
σ2
T = total score variance
σ2∞ = true score variance
σ2
e= error score variance
9. Logical Meaning of Reliability of a Test
• Thus the variance of total score is equal to the
variance of true score + the variance of error score.
• In classical test theory, the reliability of a test scores
is logically defined as:
“proportion of the true variance”
• The proportion of the true variance and the error
variance are found by dividing the total variance
• The proportion of the true variance= σ2∞ ⁄σ2
T
• The proportion of the error variance= σ2
e ⁄σ2
T
10. Logical Meaning of Reliability of a Test
• Now, reliability coefficient rtt= σ2∞ ⁄σ2
T ………..(i)
or
• reliability coefficient rtt= 1- σ2
e ⁄σ2
T……………………. (ii)
• Suppose a achievement test in mathematics is
administered on group of 50 students. The
hypothetical total score variance, true score
variance and error score variance are as follows:
• Total variance=58.36, true variance=43.19 and error
variance=15.17
• By equation (i)= σ2∞ ⁄σ2
T =43.9/58.36=0.74
• By equation (ii)=1- σ2
e ⁄σ2
T =1-15.17/58.36=1-0.26=0.74
11. What is reliability coefficient?
• Study Tip: Remember that, in contrast to other
correlation coefficients, the reliability
coefficient is never squared to interpret it but is
interpreted directly as a measure of true score
variability. A reliability coefficient of .89
means that 89% of variability in obtained
scores is true score variability.
12. What is reliability coefficient?
•The reliability coefficient is symbolized with
the letter "r" and a subscript that contains
two of the same letters or numbers (e.g.,
''rtt'').
• The subscript indicates that the correlation
coefficient was calculated by correlating a test
with itself rather than with some other
measure.
13. What is reliability coefficient?
• Most methods for estimating reliability produce a
reliability coefficient, which is a correlation co-
efficient that ranges in value from 0.0 to + 1.0.
• When a test's reliability coefficient is 0.0, this
means that all variability in obtained test scores is
due to measurement error.
• Conversely, when a test's reliability coefficient is +
1.0, this indicates that all variability in scores
reflects true score variability.
14. What is reliability coefficient?
Taken from page 3-3 of the U.S. Department of Labor’s “Testing and Assessment:
An Employer’s Guide to Good Practices” (2000).
http://www.onetcenter.org/dl_files/empTestAsse.pdf
15. What is reliability coefficient?
• Note that a reliability coefficient does not provide
any information about what is actually being
measured by a test?
• A reliability coefficient only indicates whether the
attribute measured by the test— whatever it is—
is being assessed in a consistent, precise way.
• Whether the test is actually assessing what it was
designed to measure is addressed by an analysis
of the test's validity.
16. Methods of Estimating Reliability Coefficient
•A test's true score variance is not known,
however, and reliability must be estimated rather
than calculated directly.
•There are several ways to estimate a test's
reliability coefficient index.
1.Test-Retest Reliability
2.Alternate Forms Reliability
3.Internal Consistency Reliability
•Each involves assessing the consistency of an
examinee's scores over time, across different
content samples, or across different scorers.
17. Methods for Estimating Reliability
• The common assumption for each of these reliability
techniques that consistent variability is true score
variability, while variability that is inconsistent reflects
random error.
• The selection of a method for estimating reliability
depends on the nature of the test.
• Each method not only entails different procedures but
is also affected by different sources of error. For many
tests, more than one method should be used.
18. 1. Test-Retest Reliability
• The test-retest method for estimating reliability
involves administering the same test to the same
group of examinees on two different occasions
and then correlating the two sets of scores.
• When using this method, the reliability
coefficient indicates the degree of stability
(consistency) of examinees' scores over time and
is also known as the coefficient of stability.
19. Test-Retest Reliability
• The primary sources of measurement error for
test-retest reliability are any random factors
related to the time that passes between the
two administrations of the test.
• These time sampling factors include random
fluctuations in examinees over time (e.g.,
changes in anxiety or motivation) and random
variations in the testing situation.
20. Test-Retest Reliability
•Memory and practice also contribute to error when they
have random carryover effects; i.e., when they affect
many or all examinees but not in the same way.
Despite all these limitations
•Test-retest reliability is appropriate to measure attributes
that are relatively stable over time.
(Aptitude, Achievement–speed and power test)
•Test-retest reliability is also appropriate to measure
Heterogeneous test.
21. 2. Alternate (Equivalent, Parallel) Forms Reliability
• To assess a test's alternate forms reliability, two
equivalent forms of the test are administered to the
same group of examinees and the two sets of scores
are correlated.
• Alternate forms reliability indicates the consistency
of responding to different item samples (the two
test forms) and, when the forms are administered at
different times, the consistency of responding over
time.
22. Alternate (Equivalent, Parallel) Forms Reliability
• The alternate forms reliability coefficient is also
called the coefficient of equivalence when the two
forms are administered at about the same time.
• The primary source of measurement error for
alternate forms reliability is content sampling, time
sampling or error introduced by an interaction
between different examinees' knowledge and the
different content assessed by the items included in
the two forms (eg: Form A and Form B)
23. Alternate (Equivalent, Parallel) Forms Reliability
•The items in Form A might be a better match of one
examinee's knowledge than items in Form B, while
the opposite is true for another examinee.
•In this situation, the two scores obtained by each
examinee will differ, which will lower the alternate
forms reliability coefficient.
•When administration of the two forms is separated
by a period of time, time sampling factors also
contribute to error.
24. Alternate (Equivalent, Parallel) Forms Reliability
• Like test-retest reliability, alternate forms reliability is
not appropriate when the attribute measured by the
test is likely to fluctuate over time or when scores are
likely to be affected by repeated measurement.
• If the same strategies required to solve problems on
Form A are used to solve problems on Form B, even if
the problems on the two forms are not identical,
there are likely to be practice effects.
25. Alternate (Equivalent, Parallel) Forms Reliability
• When these effects differ for different examinees
(i.e., are random), practice will serve as a source of
measurement error.
• Although alternate forms reliability is considered by
some experts as the most rigorous method for
estimating reliability, it is not often assessed due to
the difficulty in developing two forms of the same
test that are truly equivalent. (Discuss criteria of
parallel test)
26. 3. Internal Consistency Estimates of Reliability
• We have discussed that reliability estimates can be obtained
by administering the same test to the same examinees and by
correlating the results: Test/Retest.
• We have also seen that reliability estimates can be obtained
by by administering two parallel or alternate forms of a test,
and then correlating those results: Parallel & Alternate Forms.
• In both of the above cases, the test constructer or researcher
must administer two exams, and they are sometimes given at
different times to reduce the carry over effects.
• Here we will see that it is also possible to obtained a reliability
estimate using only a single test.
• The most common way to obtained a reliability estimate using
a single test is through the split- half approach/method
27. Split-Half approach to Reliability
• When using the Split-half approach, one gives a
single test to a group of examinees.
• Later, the test is divided into two parts, which may be
considered to be alternate forms of one another.
• In fact, the split is not so arbitrary; an attempt should
be made to choose the two haves so that they are
parallel or essential equivalent i.e. odd-even
method .
• Then the reliability of the whole test is estimated by
using the Spearman Brown formula.
28. Split-Half approach to Reliability
• Using the Spearman-Brown formula:
• Here we are assuming the two test halves (t and t’) are
parallel forms.
• Then the two halves are correlated, producing the estimated
Spearman-Brown formula reliability coefficient, rtt’.
• But this is only a measure of the reliability of one half
of the test.
• The reliability of the entire test would be greater than
the reliability of half test.
• The Spearman-Brown formula for estimating reliability of the
entire test/ whole test is therefore:
• Reliability coefficient= rh’. = 2x rtt’/ 1+ rtt’
29. Split-Half approach to Reliability
Reliability coefficient of half test (rtt’) and
entire/whole test (rh)
0.00 0.00
0.20 0.33
0.40 0.57
0.60 0.75
0.80 0.89
1.00 1.00
30. ii. Cronbach’s coefficient α approach
• on the other hand, the two test halves may not
parallel forms.
• This is confirmed when it is determined that the two
halves have unequal variances.
• In these situations, it is best to use a different
approach to estimating reliability.
• Cronbach’s coefficient α
• α can be used to estimate the reliability of the entire test.
31. Cronbach’s coefficient α approach
Cronbach’s coefficient α= 2 [σh
2 –(σt1
2 – σt2
2 )]/σh
2
σh = variance of the entire test, h
σt1
= variance of the half test, t1
σt2
= variance of the half test, t2
• It is the case, that if the variances on both test
halves are equal, then the Spearman-Brown
formula and Cronbach’s α will produce
identical results.
32. • Content sampling is a source of error for both split-half
reliability and coefficient alpha.
• For split-half reliability, content sampling refers to the
error resulting from differences between the content of
the two halves of the test (i.e., the items included in
one half may better fit the knowledge of some
examinees than items in the other half).
• For coefficient alpha, content (item) sampling refers to
differences between individual test items rather than
between test halves.
33. iii. Kuder-Richardson Formulas-20 & 21
When test items are scored dichotomously
(right or wrong), a variation of coefficient
alpha known as the Kuder-Richardson
Formula 20 (KR-20) can be used.
35. Internal Consistency Reliability
•The methods for assessing internal consistency
reliability are useful when a test is designed to
measure a single characteristic, when the characteristic
measured by the test fluctuates over time, or when
scores are likely to be affected by repeated exposure to
the test.
•They are not appropriate for assessing the reliability of
speed tests because, for these tests, they tend to
produce spuriously high coefficients. (For speed tests,
alternate forms reliability is usually the best choice.)
36. Factors That Affect The Reliability Coefficient
The magnitude of the reliability coefficient is affected
not only by the sources of error discussed earlier, but
also by the length of the test, the range of the test
scores, and the probability that the correct response
to items can be selected by guessing.
– Test Length
– Range of Test Scores
– Guessing
37. 1. Test Length
•The larger the sample of the attribute being
measured by a test, the less the relative effects of
measurement error and the more likely the sample
will provide dependable, consistent information.
•Consequently, a general rule is that the longer the
test, the larger the test's reliability coefficient.
•The Spearman-Brown prophecy formula is most
associated with split-half reliability but can actually
be used whenever a test developer wants to
estimate the effects of lengthening or shortening a
test on its reliability coefficient.
38. Test Length
For instance, if a 100-item test has a reliability
coefficient of .84, the Spearman-Brown formula
could be used to estimate the effects of increasing
the number of items to 150 or reducing the number
to 50.
A problem with the Spearman-Brown formula is that
it does not always yield an accurate estimate of
reliability: In general, it tends to overestimate a test's
true reliability (Gay, 1992).
39. Test Length
• This is most likely to be the case when the added
items do not measure the same content domain
as the original items and/or are more susceptible
to the effects of measurement error.
• Note that, when used to correct the split-half
reliability coefficient, the situation is more
complex, and this generalization does not always
apply: When the two halves are not equivalent in
terms of their means and standard deviations,
the Spearman-Brown formula may either over- or
underestimate the test's actual reliability.
40. 2.Range of Test Scores
• Since the reliability coefficient is a correlation
coefficient, it is maximized when the range of
scores is unrestricted.
• When examinees are heterogeneous, the
range of scores is maximized.
• The range is also affected by the difficulty
level of the test items.
41. Range of Test Scores
• When all items are either very difficult or very
easy, all examinees will obtain either low or
high scores, resulting in a restricted range.
• Therefore, the best strategy is to choose items
so that the average difficulty level is in the
mid-range (r = .50).
42. 3. Guessing
• A test's reliability coefficient is also affected by
the probability that examinees can guess the
correct answers to test items.
• As the probability of correctly guessing answers
increases, the reliability coefficient decreases.
• All other things being equal, a true/false test will
have a lower reliability coefficient than a four-
alternative multiple-choice test which, in turn,
will have a lower reliability coefficient than a free
recall test.
43. General points about reliability
• Any test is neither perfectly reliable nor perfectly
unreliable. The reliability is not an absolute
principle, rather it is always a matter of degree.
• Reliability is necessary but not a sufficient condition
for validity.
• The reliability is primarily statistical.
45. Why reliability is an important characteristics of a good test ?
No matter how well the objectives are written, or how clever the
items, the quality and usefulness of an examination is predicated
on Validity and Reliability.
• Without reliability and validity of one cannot test
hypothesis.
• Without testing hypothesis, one cannot support a
theory.
• Without a supported theory, one cannot explain why
events occur.
• Without adequate explanation, one cannot develop any
effective material or non-material technologies.