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EXPLORING RELIABILITY IN Bookish Cess

Written by Colin Phelan and Julie Wren, Graduate Assistants, UNI Office of Academic Cess (2005-06)

Reliability is the degree to which an cess tool produces stable and consequent results.

Types of Reliability

1. Test-retest reliability is a measure out of reliability obtained by administering the same test twice over a period of time to a group of individuals.  The scores from Time i and Fourth dimension 2 can then exist correlated in lodge to evaluate the examination for stability over time.

Example: A exam designed to assess educatee learning in psychology could be given to a group of students twice, with the second administration perchance coming a week after the showtime.  The obtained correlation coefficient would signal the stability of the scores.

2. Parallel forms reliability is a mensurate of reliability obtained by administering different versions of an assessment tool (both versions must incorporate items that probe the same construct, skill, noesis base, etc.) to the same grouping of individuals.  The scores from the two versions can then exist correlated in order to evaluate the consistency of results across alternate versions.

Instance: If you lot wanted to evaluate the reliability of a critical thinking assessment, you might create a large set of items that all pertain to critical thinking and and then randomly dissever the questions up into two sets, which would represent the parallel forms.

3. Inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters concord in their assessment decisions.  Inter-rater reliability is useful because human observers volition not necessarily translate answers the aforementioned way; raters may disagree as to how well certain responses or material demonstrate noesis of the construct or skill being assessed.

Example:  Inter-rater reliability might be employed when different judges are evaluating the degree to which art portfolios meet certain standards.  Inter-rater reliability is especially useful when judgments can be considered relatively subjective.  Thus, the use of this type of reliability would probably be more likely when evaluating artwork equally opposed to math bug.

4. Internal consistency reliability is a measure of reliability used to evaluate the degree to which different test items that probe the same construct produce similar results.

1. Average inter-item correlation is a subtype of internal consistency reliability.  Information technology is obtained by taking all of the items on a test that probe the aforementioned construct (due east.one thousand., reading comprehension), determining the correlation coefficient for each pair of items, and finally taking the average of all of these correlation coefficients.  This final step yields the average inter-detail correlation.

2. Split up-half reliability is another subtype of internal consistency reliability.  The process of obtaining separate-half reliability is begun past �splitting in one-half� all items of a test that are intended to probe the same area of knowledge (east.g., World War Ii) in order to course ii �sets� of items.  The entire test is administered to a group of individuals, the total score for each �set� is computed, and finally the dissever-half reliability is obtained by determining the correlation betwixt the ii total �ready� scores.

Validity refers to how well a examination measures what it is purported to measure.

Why is it necessary?

While reliability is necessary, it solitary is non sufficient.  For a test to be reliable, it also needs to be valid.  For case, if your scale is off by 5 lbs, it reads your weight every twenty-four hour period with an backlog of 5lbs.  The scale is reliable considering it consistently reports the same weight every 24-hour interval, but it is non valid because it adds 5lbs to your true weight.  It is not a valid measure out of your weight.

Types of Validity

one. Face Validity ascertains that the measure appears to be assessing the intended construct under study. The stakeholders tin easily appraise face up validity. Although this is not a very �scientific� blazon of validity, it may be an essential component in enlisting motivation of stakeholders. If the stakeholders practice not believe the mensurate is an accurate assessment of the ability, they may get disengaged with the task.

Instance: If a measure of art appreciation is created all of the items should be related to the dissimilar components and types of fine art.  If the questions are regarding historical time periods, with no reference to whatsoever creative movement, stakeholders may not be motivated to requite their all-time effort or invest in this measure considering they practise not believe it is a true assessment of art appreciation.

2. Construct Validity is used to ensure that the measure is actually measure what it is intended to measure (i.eastward. the construct), and not other variables. Using a panel of �experts� familiar with the construct is a way in which this type of validity tin can be assessed. The experts tin can examine the items and decide what that specific item is intended to measure out.  Students tin be involved in this process to obtain their feedback.

Example: A women�due south studies program may blueprint a cumulative cess of learning throughout the major.  The questions are written with complicated diction and phrasing.  This tin can cause the test inadvertently condign a test of reading comprehension, rather than a test of women�s studies.  It is important that the measure out is actually assessing the intended construct, rather than an extraneous factor.

iii. Criterion-Related Validity is used to predict time to come or electric current performance - it correlates exam results with another criterion of interest.

Instance: If a physics program designed a measure to assess cumulative educatee learning throughout the major.  The new measure could be correlated with a standardized measure of ability in this discipline, such as an ETS field test or the GRE subject area test. The higher the correlation between the established measure out and new measure, the more faith stakeholders can have in the new cess tool.

four. Determinative Validity when applied to outcomes assessment it is used to appraise how well a measure is able to provide information to help improve the programme nether study.

Instance:  When designing a rubric for history one could appraise educatee�s knowledge beyond the discipline.  If the measure can provide information that students are defective noesis in a sure area, for instance the Civil Rights Motion, then that assessment tool is providing meaningful data that can be used to improve the course or program requirements.

5. Sampling Validity (similar to content validity) ensures that the measure covers the wide range of areas inside the concept under study.  Non everything tin be covered, so items need to be sampled from all of the domains.  This may need to be completed using a panel of �experts� to ensure that the content area is adequately sampled.  Additionally, a panel tin can help limit �proficient� bias (i.e. a examination reflecting what an individual personally feels are the most important or relevant areas).

Case: When designing an assessment of learning in the theatre department, it would non be sufficient to only comprehend problems related to acting.  Other areas of theatre such as lighting, sound, functions of stage managers should all be included.  The assessment should reverberate the content expanse in its entirety.

What are some ways to meliorate validity?

1. Make sure your goals and objectives are clearly defined and operationalized.  Expectations of students should be written down.
2. Match your assessment mensurate to your goals and objectives. Additionally, have the test reviewed by faculty at other schools to obtain feedback from an exterior party who is less invested in the instrument.
3. Get students involved; have the students look over the assessment for troublesome diction, or other difficulties.
4. If possible, compare your measure with other measures, or data that may exist available.

References

American Educational Enquiry Clan, American Psychological Association, &

National Quango on Measurement in Educational activity. (1985). Standards for educational and psychological testing . Washington, DC: Authors.

Cozby, P.C. (2001). Measurement Concepts. Methods in Behavioral Research (7^th ed.).

California: Mayfield Publishing Company.

Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.). Educational

Measurement (2nd ed.). Washington, D. C.: American Council on Education.

Moskal, B.1000., & Leydens, J.A. (2000). Scoring rubric development: Validity and

reliability. Practical Assessment, Research & Evaluation, 7(10). [Available online: http://pareonline.net/getvn.asp?v=7&n=x].

The Eye for the Enhancement of Education. How to improve test reliability and

validity: Implications for grading. [Available online: http://october.sfsu.edu/assessment/evaluating/htmls/improve_rel_val.html].

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