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Validity and Reliability by Mind Map: Validity and Reliability
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Validity and Reliability

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement : Classroom application and practice. (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.

The function of the three reliabilities in learning and assessment are:

Test - retest reliability

Test - retest is a method of estimating reliability that is exactly what its name implies. The test is given twice and the correlation between the first set of scores and the second set of scores are detemined. (Kubiszyn & Borich, 1984)

Three types of Validity

Content, Criterion -related, and Construct

Internal Consistency reliability

Internal consistency reliability if the test in question is designed to measure a single basic concept, then it is reasonable to assume that people who get one item right will be more likely to get others similar items right. In other words, items ought to be correlated with each other and the test ought to be internally consistent. (Kubiszyn & Borich, 1984)

Three types of Reliability

Three types of reliability are: test - retest or stability, alternative, and internal

Test -retest reliability is important for learning and assessment

Test - retest reliability is important for assessment because you want to have a decent level of confidence that the assessment is reliability over a periods of time and results are not affected by random chance. (Kubiszyn & Borich, 1984)  

Alternative reliability

Alternative are two equivalent forms of a test, test forms can be used to obtain an estimate of the reliability of the test. Both forms are administered to a group of students and the correlation between the two sets of scores are determined. (Kubiszyn & Borich, 1984)  

Internal consistency reliability is important to learning and assessment

Internal consistency reliability is probably the most important type consistency measurement that faculty should be concerned with, when formatively assessing learners progress toward specific course learning outcomes. (Kubiszyn & Borich, 1984)

Construct validity

Construct validity it a relationship to other information that corresponds well with some theory. A theory is simply a logical explanation account for the interrelationship among a set of variables. (Kubiszyn and Borich, 1984)

Content validity

Content this test is established by examination. Test questions are inspected to see whether they correspond to what the user feels should be covered by the test. (Kubiszyn & Borich, 1984)

Reliability is the consistent results produced by measurement a devices.

(Popham, W. 2000)

Alternative reliability is important for learning and assessment

Alternative reliability includes performance assessment and portfolois, ask learners to perform complex tasks similar to those found in the real world. (Kubiszyn & Borich, 1984)

Construct validity is important to learning and assessment

Construct validity personal attributes such as motivation, self -concept, or responsibilty or learning outcomes.(Kubiszyn & Borich, 1984)

Validity is the degree to which evidence support the accuracy of test -based inferences.

(Popham, W. 2000)

The meaning of content, criterion-related, and construct validity

Content validity is important for learning and assessments

Content validity it is essential that the content of the teacher - made assessment accurately reflect the instructioal outcomes being assessed. (Kubiszyn & Borich, 1984)

The meaning of test-retest, alternative, and internal reliability

Reliability: Does it test yield consistent results.

(Cherry, K. 2008)

Validity and reliability play a major role in learning and assessment. They provide the methods and tools necessary to conduct various forms of measurements. These methods and tools help guarantee that the tests are measuring what they are claiming to measure, and the measurements are consistent. Validity and reliability are refered to as the truthfulness of something.

(Kubiszyn & Borich, 2010)

Validity: Does it test measure what it claims to measure.

(Cherry, K. 2008)

Criterion - related validity

Criterion-related scores from a test are correlated with an external criterion. There are two types of criterion -related validity: concurrent and predictive. (Kubiszyn & Borich, 1984)

Criterion - related validity is important to learning and assessment

Criterion - related validity is important to learning and assessment because it measure scores from a test that are correlated with external criterion.(Kubiszyn & Borich, 1984)

The function of the three validities in learning and assessment are: