For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of the type of reliability/validity, its purpose and under what conditions these types of reliability and validity would be used as well as when they would be inappropriate. Then, prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses. TEST of |Description, Purpose, Application and |Strengths |Weaknesses | |Reliability |Appropriateness | | | |Inter-item | Inter-item consistency is the parallel of all | Test score calculations are more| Inter-item consistency cannot | |Consistency |items on a scale calculated from one trial of a |accurate and clear when there is |measure intelligence or personality. | |test. It is used in assessing how consistent |a lot of consistency. Inter item |If the items are not homogenous with| | |various raters and observers are of the same |consistency is great at measuring|the same difficulty and length, it | | |phenomenon. When asking questions to research an |if a test is reliable and |would be ineffective determining | | |idea this test can assess the response of the |consistent based on the length or|internal consistency.
Even the | | |test-taker against the idea. Different questions |shortness of a test. The |Spearman-Brown formula would fail. | | |that test the same idea give consistent results. |inter-item consistency test can |Inter-item consistency works best on| | |This is appropriate for example, in testing |show reliability over a period of|tests that are whole-test and long | | |employee performance at different times over a |time.
INTRODUCTION: In 1917, as the United States mobilized its vast resources for the war against Germany, Professor Lewis Terman of Stanford University traveled east to meet with a group of prominent psychologists. Terman was an expert on intelligence testing, for he had pioneered the application of a French Intelligence test (developed by Alfred Binet) in the U. S. Terman, a devoted member of the ...
On the flip side, errors |in length rather than half-test uses| | |period of time. Employers can use this to determine|among items can be broken down |or short test. | | |if an employee is eligible for a raise or |and new ones can be added to | | | |promotion. |reach a reliability measurement. | |Split-half | Split-half reliability randomly divides all items | Split-half reliability has its | It is not wise to divide a test in | | |that mean to measure the same idea into two sets. |strength in being efficient and |half straight down the middle | | |When it is difficult to measure reliability with |less tedious for test-takers than|because the content and difficulty | | |two test or perform a test two times, split half |the parallel form.
It measures |of questions will not be distributed| | |reliability is suitable. It is appropriate with |internal consistency well. It |evenly. Many intermediary variables | | |uneven random assignment splits need to be |also can check middle variables |are created such as fatigue during | | |measured. It also can be used to create a small |that may cause an error in the |the second half of the test. | |parallel form of the same test. |analysis since the both portions |Deviations in difficulty and | | | |of the test are taken at one |subjects of the items on the first | | | |time. |part of the test compared to the | | | | |second part. |Test/retest | Test-Retest reliability is about taking the same | Test-retest is strong in | Test-retest reliability is weak in | | |test with the same people and two different times |reliability because the results |that the roots of an idea being | | |to measure how stable an idea is over time. If an |measure an individuals reaction |tested can alter over time.
It would| | |idea being measured is supposed to change over a |time and perceived judgment. Such|produce sensitive results that make | | |period then the scores would vary. It is |traits are stagnant and do not |the score of reliability appear | | |inappropriate when measuring for example, computer |change a lot over time and are |lower than the actual measurement. | |skills of college students. A series of lessons |not sensitive to many intervening|For example, a college student may | | |about computers would be on the first and second |variables. |have excellent skills when assessed | | |test, then the test would show variance because of | |on using a HP computer but when | | |the education provided to all testtakers. |assessed on a MAC they could fail or| | | | |when assessed on a computer from 15 | | | | |years ago, they could falter. | |Parallel and | Parallel and alternate forms that test reliability| It helps in determining what | Parallel and alternate forms are | |alternate forms |use many occurrences of the same test items at two |questions are best to ask.
A Test of Time: The Bible - from Myth to History by David M. Rohl Century Ltd., London, 1995 426 pp., 51 color and 424 b/w photos and graphic illustrations sterling17.99 hardcover (available at this time only in the U.K.) ISBN 0-7126-5913-7 Where to start in discussing this piece of work ? David M. Rohl s A Test of Time is quite unlike any other history book that I ve ever read from forward to ...
It |very time consuming, cost a lot of | | |separate times with the same test-takers. It is |measures the center idea through |money and bring fatigue for the | | |appropriate in measuring traits that are stagnant |different variations on the same |test-taker because of the many | | |over a long period of time and not effective when |test item.
The reliability of a |changers of the same test questions | | |measuring limited emotions or anxiety levels. |test increases when similar |over and over. These forms are not | | |Parallel forms can be done with another form such |scores are on the same question |dependable to measure an idea that | | |as split-half. |on many tests. |can alter over time.
The tests can | | | | |be taken months or even years apart | | | | |causing intervening variables to | | | | |impact the scores creating error | | | | |variance. |Test of Validity |Description, Application and Appropriateness |Strengths |Weaknesses | |Face validity | Face validity describes the particular view of a | Face validity’s strength is that| A weakness for face validity is its| | |test-taker on the test’s validity. The measurement |a test taker has confidence in |inability to measure validity.
A | | |is not about the quantity of the actual validity |the validity of the test and is |test may look like it’s valid but | | |but the test taker’s perception of the tests’ |more comfortable taking the test |not possess good ideas, long enough | | |validity. It is appropriate when measuring the |or passing out the test to be |time, or be taken in a good | | |confidence of a test taker. It measures what it is |taken.
AP US HISTORY FREE RESPONSE QUESTIONS SINCE 1971 I. Colonial Time 1607 – 1775 1. Puritanism bore within itself the seeds of its own destruction. Apply this generalization. (74) 2. In the seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the seventeenth century? (83) 3. Between ...
Otherwise, the test would |environment. | | |supposed to measure. |be invalid. | | | | | | | | | | | | | | | | | | | | | |content validity | Content validity is useful to test designers who | Strength for content validity | A pitfall for content validity is | | |need to create test questions that match the |lies in that it can work in |potentially new material is prey to | | |material being tested. It is appropriate for |reverse from job responsibilities|culture and linear changes. The | | |college professors on a final exam.
It is |to what is required for the job. |questions can have different answers| | |ineffective for a test designer who wants new |First the questions must cover |in different fields of the world at | | |people to have the same strengths as current |what needs to be performed the |different times. The items on the | | |employees. |duties of the job, then a process|test have to be accurate all the way| | | |to evaluate what an employee |around. | | |contributes to a position | | | | | | | | | | | | |Criterion related | This method, criterion related validity, is very | A positive for criterion-related| A negative about the criterion | | |strong in confirming validity.
It is used to verify|validity is it can validate a |related validity is that it can | | |criteria on a test and represent what is really in |test score. Using methods outside|contaminate the results. In the same| | |the trial of test-takers who are tested.
A group of|of the test to prove that the |way it can measure and diagnose a | | |people, who have lost everything they owned from a |information on the test covers |personality disorder like | | |natural disaster like a tornado, may all be |the subject matter that is |schizophrenia, a panel of | | |diagnosed as depressed. If they all are tested |supposed to be covered.
It is |psychiatrists would use the test | | |using new questions and all score high for |more objective and verifiable |criterion and validity to measure. | | |depression, then the test has proven validity. |that the previous methods and is | | | | |a favorite. | | | | | | | | | | | | | | | | |Construct | Other smaller types of validity are under | A strength for construct | A weakness for construct validity | | |construct validity.
Question Paper Design SA 2 English Communicative Classes IX & X Code No. 101 The design of the question papers in English Communicative for classes IX & X has undergone a few changes. They are as under: Section A –Reading: 20 marks (Question 1-4) In the existing scheme of the question paper Students answer questions based on four unseen passages carrying five marks each –all the ...
This is appropriate when a test|validity is the steps used to |is there is no single idea or it is | | |needs to measure an idea like intelligence or |verify an idea follow a |too vague. The results of the test | | |anxiety. It is ineffective when an idea is not |particular scientific method. |will not be able to be measured | | |clear or covers to broad a spectrum. |First a hypothesis is created, |accurately. The validity of the test| | | |then a prediction is made and |on the idea will have no substance | | | |then the results are measured. |or definition. | | |The predictions are based on | | | | |facts and the test is used to see| | | | |if the prediction is true. If it | | | | |is not true then the test | | | | |questions or idea may have to be | | | | |reviewed. | |