Validity and Reliability

For EDU 645: Learning and Assessment for the 21st Century

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Validity and Reliability by Mind Map: Validity and Reliability

1. Reliability

1.1. Three basic methods of estimating reliability.

1.1.1. Test-Retest or Stability

1.1.2. Alternative Forms or Equivalence

1.1.3. Internal Consistency Two approaches to determining a test's internal consistency.

2. Validity

2.1. Types of Validity Evidence

2.1.1. Content Validity Evidence Established by inspecting questions to see whether they correspond to what the user decides should be covered on the test. Do the test items match and measure the objectives?

2.1.2. Criterion-Related Validity Evidence Concurrent Criterion-Related Validity Evidence How well does performance on the new test match performance on an established test? Predictive Validity Evidence Correlate scores from the new test with a measure of some future performance.

2.1.3. Construct Validity Evidence

2.1.4. Interpreting Validity Evidence The adequacy of validity evidence depends on both the strength of the validity coefficient and the purpose of the test. Group variability affects the strength of the validity evidence. Validity coefficients should be considered in terms of the relevance and reliability of the criterion or standard.

3. The importance of Validity and Reliability in learning and assessment:

3.1. For a test to be reliable, it also needs to be valid.

3.2. The more reliable a test, the better it is to use as an indicator of a student's academic progress over time.

3.3. Both should be considered when constructing a test. The test should be reliable and valid.

3.4. Both, reliability and validity need to be done in order to assess a student's level of proficiency in the subject being taught.

3.5. Tests measure what they are intended to measure and the test has consistent results for the same individual.