0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
42 visualizzazioni6 pagine
Validity refers to measuring what a test is intended to measure. A valid test accurately reflects the construct it claims to assess. There are several types of validity including face, content, construct, predictive, and concurrent validity. Reliability refers to consistency of test scores. A reliable test yields similar results over time, regardless of who administers it. Reliability can be measured through test-retest, equivalent forms, split-half, Cronbach's alpha, and inter-rater methods. Factors like unclear directions, inappropriate difficulty, and poor item construction can threaten a test's validity and reliability.
Validity refers to measuring what a test is intended to measure. A valid test accurately reflects the construct it claims to assess. There are several types of validity including face, content, construct, predictive, and concurrent validity. Reliability refers to consistency of test scores. A reliable test yields similar results over time, regardless of who administers it. Reliability can be measured through test-retest, equivalent forms, split-half, Cronbach's alpha, and inter-rater methods. Factors like unclear directions, inappropriate difficulty, and poor item construction can threaten a test's validity and reliability.
Validity refers to measuring what a test is intended to measure. A valid test accurately reflects the construct it claims to assess. There are several types of validity including face, content, construct, predictive, and concurrent validity. Reliability refers to consistency of test scores. A reliable test yields similar results over time, regardless of who administers it. Reliability can be measured through test-retest, equivalent forms, split-half, Cronbach's alpha, and inter-rater methods. Factors like unclear directions, inappropriate difficulty, and poor item construction can threaten a test's validity and reliability.
E.g. a ruler may be a valid measuring device for length, but isnt very valid for measuring volume Specific to a particular purpose! Must be inferred from evidence; cannot be directly measured Reliability Consistency in the type of result a test yields Time & space participants Not perfectly similar result but very close- to being similar Types of validity measures Face validity Construct validity Content validity Criterion validity 1. Predictive 2. Concurrent Consequences validity Factors that can lower Validity Unclear directions Difficult reading vocabulary and sentence structure Ambiguity in statements Inadequate time limits Inappropriate level of difficulty Poorly constructed test items Test items inappropriate for the outcomes being measured Tests that are too short Improper arrangement of items (complex to easy?) Identifiable patterns of answers Teaching Administration and scoring Students Nature of criterion Measuring Reliability Test retest Give the same test twice to the same group with any time interval between tests Equivalent forms (similar in content, difficulty level, arrangement, type of assessment, etc.)
Give two forms of the test to the same group in close
succession Split-half Test has two equivalent halves. Give test once, score two equivalent halves (odd items vs. even items) Cronbach Alpha (SPSS) Inter-item consistency one test one administration Inter-rater Consistency (subjective scoring) Calculate percent of exact agreement by using Pearson's product moment and find out the coefficient of determination (SPSS) How to improve Reliability? Quality of items; concise statements, homogenous words (some sort of uniformity) Adequate sampling of content domain; comprehensiveness of items Longer assessment less distorted by chance factors Developing a scoring plan (esp. for subjective items rubrics) Ensure VALIDITY