Cheri Renae Ramos

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Cheri Renae Ramos by Mind Map: Cheri Renae Ramos

1. Reliability

1.1. Test and Retest reliability

1.2. Alternate Forms reliability

1.3. Internal Consistency

2. Validity

2.1. Content Validity

2.2. Criterion-Related Validity Evidence

2.2.1. Concurrent Criterion-Related Validity Evidence

2.2.2. Predictive Validity Evidence

2.3. Construct Validity Evidence

3. What are the types of Reliability

3.1. Test-Retest

3.1.1. This method is called test-retest because the test is given twice and then the correlation is determined by the results of the first and second test.

3.2. Alternate Forms or Equivalence

3.2.1. Therer are two types

3.2.1.1. Split-Half Method

3.2.1.1.1. This is taking two halves of a test and finding the correlation between the two total scores.

3.2.1.2. Kuder-Richardson Method

3.2.1.2.1. This method measures the extent to which items within one form of the test have as much in common with one another as do the items in that one form with corresponding items in an equivalent form (Kubiszyn & Borich, p.341).

3.3. Internal consistency

3.3.1. If the test 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 (Kubiszyn & Borich, p.340).

4. What are these types of Validity

4.1. Content Validity Evidence

4.1.1. Content validity evidence is the step where a test is established by inspecting the test questions to see if they correspond with what the user wanted to cover.

4.2. Criterion-Ralated Validity Evidence

4.2.1. There are two types

4.2.1.1. Concurrent

4.2.1.1.1. This deals with measures that can be administered at the same time as the measure to be validated (Kubiszyn & Borich, p.327).

4.2.1.1.2. The concurrent validity evidence for a test is determine by comparing the new test with the old test with a group of respondents and see what the correlation is between the two tests (Kubiszyn & Borich, p. 327).

4.2.1.2. Predictive

4.2.1.2.1. This is use to perdict future behavior of the test takers.

4.2.1.2.2. This types is used in aptutude tests such as the SAT which is used to see what students should go to college. It is important for this test to be good a perdicting correctly since it is dealing with someone future (Kubiszyn & Borich, p.328).

4.3. Construct Validity Evidence

4.3.1. A test with this in it will show a relationship to other information that corresponds with a theory.

5. What is the importance in learning and assessment

5.1. Validity

5.1.1. These validity evidences are important to learning and assessment because they enable us to estimate the extent to which a test measures what it is supposed to measure (Kubiszyn & Borich, p.332).

5.2. Reliability

5.2.1. Reliabilities are important to learning and assessment because they are used to test the reliablity of all test. Some test are administered several times to see if the same results come out the same. Some test are designed for speedy testing and some tests are designed to be split and administer then graded as one to see the results.