1.1. In order for this concept to work you must have two equivalent forms of the test must be available.
1.2. There is a lot of work involved with completing this type of reliability.
2. Internal Consistency
2.1. This type can be good when introducing test to early childhood because if the student grasp the concept of what to do with one question they will be able to do the rest if the test falls under the same similarity.
2.2. This allows different type of dividing. You can separate, easy and hard or odd and even.
3. Split-half methods
3.1. The type only requires one test.
3.2. One test can be cut in half. This type of method is used to prepare kindergarten to taking different parts, but remaining focus.
4. Content Validity Evidence
4.1. Simplest
4.2. Inspecting to see if the type of questions are in line with what is being taught.
4.3. This type of validity is more of a minimum requirement for a useful as appose to a good test.
5. Concurrent criterion-related validity evidence
5.1. Administered and Validated can view as being measured the same time
5.2. The TAKS test will go hand and hand with the requirement of graduating from high school.
6. Predictive validity evidence
6.1. This type of validity says a lot in the end by the student.
6.2. This type of validity is used a lot in the elemtary level because it helps place a student to where they need to be.
