13. The external criterion it is correlated with is future behavior or test

14. If predicted behavior exists, then test is considered valid

15. Is used to predict some future behavior of those taking it.

16. Is excellent for achievement tests

17. Uses logical judgment

18. Only minimal in its ability to determine a tests validity.

19. External criterion is instructional objectives

20. The inspection of questions to see if they correspond to what it is the test should cover.

21. Content Validity Evidence

22. Does the test measure what it is supposed to?

23. Criterion-Related Validity Evidence

24. Construct Validity Evidence

25. Does the test yield the same or similar score rankings consistently when all other factors are equal?

26. Validity

27. In interpreting validity, one must remember that validity evidence depends on both the strength of the validity coefficient and the purpose the test is being used for; group variability affects the strength of the variability coefficient; and that the coefficients aught to be considered in terms of the importance and reliability of the criterion. (Kubiszyn & Borich, 2010)

28. References:Kubiszyn, T., & Borich, G., (2010). Educational Testing and Measurement: Classroom Application and Practice, 9th Edition

29. If there are large differences in the scores then it is determined not to be reliable.

30. Test-Retest (Stability)

31. Reliability

32. Test is given this week, and then given again next week, with no instruction given between tests

33. If the scores have a high correlation, then the test is considered reliable

34. Alternate Forms (Equivalance)

35. Two equivalent forms of test are given

36. The correlation between the two forms is then determined

37. Shortly after, like that afternoon, same students take the opposite half of the test than they did in the morning

38. Internal Consistency (Split-Halves)

39. If a test item is supposed to measure one basic concept, then one item should be correlated to the next. Therefore, if a student gets one item correct, they should get similar items correct.

40. A test is split into two equal halves

41. Both forms are given to a group of students in the morning

42. If they are strongly correlated then they can be assumed to be reliable measures of the internal consistency of a test

43. Both haves are administered to a group of students

44. The scores for each half are then determined and correlation computed using the Spearman-Brown formula, or one of the Kuder-Richardson formulas

45. In interpreting reliability coefficients one must keep in mind that group variability; scoring reliability; test length; and item difficulty all affect or limit test score reliability. (Kubiszyn & Borich, 2010)