# Validity and Reliability Using MindMeister or Microsoft Word, create a mind map that represents ...

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Validity and Reliability Using MindMeister or Microsoft Word, create a mind map that represents the various types of validity and reliability, and explains why they are important in learning and assessment. Then, post your mind map to the discussion forum, either as an attachment (for Word documents) or pasted link (for MindMeister).

## 6. Alternate Forms or Equivalence "If there are two equivalent forms of a test, these forms can be used to obtain an estimate of the reliability of the scores from the test (Borich & Kubisyn, 2010 p.343)." Similar to the test-retest method, though by not using the same test two times you can eliminate the problem of skewed results upon taking the second test. The two tests are taken and the data compared; however, this method does require the assessor to make two good tests. Potentially a lot more work.

### 6.1. Internal Consistency likely to get other, similar items right(Borich & Kubisyn, 2010 p.343)." The test should be consistent within itself. If a test has many questions related to the same topics or subjects, then it would make sense that a student who answers one of these questions correctly would have a higher probability of answering questions correctly with similar topics. There are a couple of different methods to ensure internal consistency.

6.1.1. Split-Half Method This method of internal consistent splits the test in half, generally an odd-even split. Each half of the test is assessed and then compared with each other to get the final correlative data.

6.1.1.1. Kuder-Richardson Methods "These methods measure the extent to which items within one form of the test have as much in common with one another as do the items in that one form with corresponding items in an equivalent forms (Borich & Kubisyn, 2010 p.344)." This is a data heavy method for checking reliability that requires two tests with corresponding items. Every question from every student has to be analyzed to come to a statistical conclusion. At the end of all the calculations you should be left with a number that will tell you how reliable the test questions are in comparison to each other as well as the total test reliability

6.1.1.1.1. Reference Kubiszyn, Tom (102009). Educational Testing and Measurement: Classroom Application and Practice [9] (VitalSource Bookshelf), Retrieved from http://online.vitalsource.com/books/9780470571880/page/333