Validity-a test has validity evidence if we can demonstrate that it mearsures what it says it mea...

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Validity-a test has validity evidence if we can demonstrate that it mearsures what it says it measures(Kubiszyn & Borich, 2010). by Mind Map: Validity-a test has validity evidence if we can demonstrate that it mearsures what it says it measures(Kubiszyn & Borich, 2010).

1. New node

2. Reasons Validity and Reliablity are important to learning and assessment.

2.1. If a test is not valid it will not match the objectives being taught so then the teacher will not know what the students learned or did not learn. This can effect learning because the teacher may think the students have mastered the content and move on when they are still confused or may review the content when the students have mastered it causing boredom and disruption to the classroom.

2.2. Reliablitity is important because if a test is not reliable and the scores are not accurate then the teacher may get a wrong impression of a student's knowledge. The teacher may think the student mastered the content if the test gives the student a high score because it is not a reliable test and the questions are not right to give an accurate result of student's achievement.

2.2.1. New node

2.2.1.1. For a test to be worth administering then it has to have validity and reliability or it is a waste of the teacher's and students' time because the teacher will not get an accurate assessment of the students' achievement. The teacher will either think the students know more or less than what they know.

3. Types of Validity

3.1. Content Validity Evidence is established by inspecting test questions to see whether they correspond to wht the users decides shoudl be covered by the test

3.1.1. Criterion Related Evidence Scores from a test are correlated with an external criterion

3.1.1.1. Predictive Validity Evidence refers to how well the test predicts some future behavior of the examinees.

4. Reliability Test is reliable if it consistently yields the same, nearly the same, ranks over repeated administratiosn during which we would expect the trait being measured to have changed (Kubiszyn & Borich, 2010)

4.1. Types of Reliability

4.1.1. Test retest or Stability test is given two times and the correlation between the first set of scores and the second set of scores is deteremined (Kubiszyn & Borich, 2010).

4.1.1.1. Alternative Forms or Equivalence If there are two equivelenat forms of a test, these forms can be used to obtain an estimate of the reliablitiy of the scores from the test (Kubiszyn & Borich, 2010).

4.1.1.1.1. Internal Consistency The test is designed to measure a single basic concept it is reasonable to assume that people who get one item tight will more than likely get other similiar items correct. Items ought to be correlated with each other. Approaches to determine a test's internal consistency are split halves and Kuder Richardson Method (Kubiszyn & Borich, 2010).