1. Types of Validity
1.1. Content Validity Evidence
1.1.1. Validity used to verify that the content of the test or assessment is specific to the grade level, unit of insruction and the objectives to be measured.
1.2. Criterion Related Validity Evidency
1.2.1. Validity that relates scores from a test or assement to a specific external criteria or requirment.
1.2.1.1. Two Types of Criterion Related Validity. 1) Concurrent-criterion validity related evidence and 2) Predicitve validity evidence. Criterion-related validityevidence would be a great tool to se when establishing if a new test is valid or correctly writen (Kubiszyn & Borich, 2010). Predictive validity evidence works well when educators want to evaluate a student's performance or predict his/her achievement in upper level grads and/or higher education.
1.3. Predictive Validity Evidence
1.3.1. Validity that is used to predict future outcomes and how well a student will do in upper grade levels. Examples of this type of validity include aptitude testes like the SAT, ACT, or maybe the GRE or test that students take for entrance into higher levels of education (Kubiszyn & Borich, 2010).
1.4. Construct Validity Evidency
1.4.1. Consruct validity evidence includes the measurement of what was taught based on the outcomes that the teacher expected the students to acheive. This validity helps educators measure and compare objectives to actual educational outcomes and academic acheivement.
2. Types of Reliability
2.1. Test Retest or Stability
2.1.1. Test retest includes the administering of the same test to the same group of students or individuals, within a small time frame then relating the scores from both tests (Kubiszyn & Borich, 2010). This type of reliabiility helps teachers to gauge the student's knowledge of the subject. However, some disadvantages inlcude testing to quick after the first test or administering the second testing too late (Kubiszyn & Borich, 2010).
2.2. Alternate Form Evidence
2.2.1. Alternate form evidence also tests the students twice and then comparie the results of the test to each other. This tyep of reliability includes a longer interval period of time in betwee the two tests which helps eliminate memorization by the stdents.
2.3. Internal Consistency
2.3.1. Internal consistency is a type of reliability in which it is suggested that "it is reasonable to asume that people who get one item right, will be more likely to get others, if they are similar" (Kubiszyn & Borich, 2010).