1. "TYPES OF VALIDITY EVIDENCE"
1.1. "Content Validity Evidence"
1.1.1. "Does the test measure the instructional objectives?" can the test be used to measure exactly what is being taught.
1.1.1.1. This is important because in the use of assessment we want to make sure that what we are testing our students matches to the exact point of what we are given instruction on.
1.2. "Criterion-Related Validity Evidence"
1.2.1. "Concurrent"
1.2.1.1. "The concurrent validity evidence for a test is determined by administering both the new test and the established test to a group of respondents, then finding the correlation between the two sets of test scores."
1.2.1.1.1. This is important because when trying to validity of a test that will help you students make better or the same score on a new test it is better to test it against an old or more established test to make sure it is valid.
1.2.2. "Predictive Validity Evidence"
1.2.2.1. “Refers to how well the test predicts some future behavior of the examinees."
1.2.2.1.1. This will help a teacher better understand how to help her students’ mange test taking skills. She could find out which students become antsy or nervous about testing. And help them to develop a better strategy on test taking.
1.3. "Construct Validity Evidence"
1.3.1. "A test has construct validity evidence if its relationship to other information corresponds well with some theory, "is important in establishing the validity of a test when we cannot anchor our test either to a well-established test measuring the same behavior or to any measurable future behavior."
1.3.1.1. This is important because the teacher is really using theory based knowledge I think this is helpful when trying to measure off of expectations.
2. "RELIABILITY"
2.1. "METHODS OF ESTIMATING RELIABILITY”
2.1.1. "Test–Retest or Stability"
2.1.1.1. "Test –retest is a method of estimating reliability that is exactly what its name implies. The test is given twice and the correlation between the first set of scores and the second set of scores is determined."
2.1.1.1.1. This is done and also is good to determine the reliability of the test that has been taken at defferent times.
2.1.2. "Internal Consistency"
2.1.2.1. "Split-half methods"
2.1.2.1.1. "Involves splitting the test into two equivalent halves and determining the correlation between them"
2.1.2.2. "If the test in question is designed to measure a single basic concept, it is reasonable to assume that people who get one item right will be more likely to get other, similar items right. In other words, items ought to be correlated with each other, and the test ought to be internally consistent"
2.1.2.3. Both of these Internal Consistency involve make sure that the test is reliable and consistent with one another.
2.1.3. "Alternate Forms or Equivalence"
2.1.3.1. "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. Both forms are administered to a group of students, and the correlation between the two sets of scores is determined."
2.1.3.1.1. This is important due to the fact that some students may remember the question on a test-retest because this test cuts the same test in half and given to the student instead of given the entire test all over again. Cuts down on the students remembering the test and that reduce reliability.