Types of Validity and Reliability- Melissa Davis

1. Test-Retest or Stability

1.1. By using this method of reliability, when looking at an assessment, we can assume that the test is meeting the correct standards if the same students received similar marks on the same test. By re-testing the students with the same test, it is easy to see how well the test is worded, if it covers the correct topics and if it easily understood by the students.

2. Alternate Forms or Equivalence

2.1. This reliability method take the same or similar test and is given to two separate groups of students. If the scores are similar to one another, than it could be noted that the test is reliable and that it can provide consistent answers. It can be noted as well that the test covers the correct learning objectives and is well written.

3. Internal Consistency

3.1. This type of reliability measures the questions of the tests and makes sure that they relate to one another. This is very important in assessments so that the student not only can prepare for the material, but can prove that they understand all of the material. This can also prove to instructors that the students understand the material and are able to prove that on a test that follows a similar topic or pattern.

4. Content Validity Evidence

4.1. Using content validity evidence is important to learning and assessment simply because this is the most basic way to ensure that a test is up to the correct standards. Using this type of evidence, we are able to see if the test is covering the material that was presented in the class and is considered a learning objective for the class and/or lesson.

5. Criterion-Related Validity Evidence

5.1. This type of validity is important to assessments because it measures the results of the tests based on an outside factor. It measures the results based on something that is outside of the class/test that can be used to measure the results against. This is important to have to make sure that the results are similar to the norm and to make sure that it is not just that specific class that is achieving these results.

6. Construct Validity Evidence

6.1. This type of validity is important to assessments because it measures the test results based on a more "common-sense" theory. For example, in a test that is about the English language, it would be expected that students whose first language is English would perform better than those where it isn't. The results can be tested to make sure that the test not only is relevant, but that it makes sense to students.