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Validity & Reliability in Assessment and Measurement by Mind Map: Validity &  Reliability in Assessment and Measurement
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Validity & Reliability in Assessment and Measurement


Reference: Classroom Assessment (n.d.). Reliability and validity. Retrieved January 5, 2012 from Kubiszyn, T. & Borich, G. (2010) Educational testing and measurement: Classroom application and practice, (9th ed.) John Wiley & Sons: Hoboken, N.J.

Why validity and reliability are important in learning and assessment?

In order to properly determine if students have met the learning objectives and have mastery of content knowledge, there must be both reliability and validity in assessments. The central focus of any educator should be to meet the needs of his or her students by helping them achieve academic success. Giving students unreliable and invalid assessments that yield improper results is a huge disservice and does little to promote academic growth. "Since teachers, parents, and school districts make decisions about students based on assessments (such as grades, promotions, and graduation), the validity inferred from the assessments is essential -- even more crucial than the reliability"(Reliability and Validity, n.d.). For this specific reason, validity and reliability are critical to learning and assessment.

types of Reliability


Refers to administering the exact same test on two separate occasions. "Reliability is stated as the correlation between scores at Time 1 and Time 2" (Reliability and Validity, n.d.).

Alternative Form

  Refers to administering two forms of the same test (that have slight variations) to students sand determining how both sets of scores correlate with one another (Kubiszyn & Borich, 2010).  

Internal Consistency

This refers to the likelihood that when a test taker answers a question on an assessment and answers correctly, he or she will be able to correctly answer similar items on the assessment (Kubiszyn & Borich, 2010).

types of validity

Content Validity

Content validity refers to whether or not the the assessments coincides with the learning objectives designated by the teacher/instructor (Kubiszyn & Borich, 2010).

Criterion Related

There a two types of Criterion Related Validity: Concurrent & Predictive"Concurrent criterion related validity evidence deals with measures that can be administered at the same time as measure to be validated" (Kubiszyn & Borich, 2010, p. 330). Predictive validity refers to how test takers might perform in assessments in the future (Kubiszyn & Borich, 2010).

Construct Validiity

Construct Validity is the "extent to which assessment corresponds to other variables, as predicted by some rationale or theory"(Reliability and Validity, n.d.).

An assessment is "valid" when it measures what it is suppose to.

(Kubiszyn & Borich, 2010)

An assessment is "reliable" when the outcome or rank of the test taker is consistent when taken on more than one occasion (Kubiszyn & Borich, 2010).