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Reliability of The Assessment Tools

Reliability of the Assessment Tools Reliability of the Assessment Tools Reliability of the Assessment Tools Reliability of the Assessment Tools

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4 views

Reliability of The Assessment Tools

Reliability of the Assessment Tools Reliability of the Assessment Tools Reliability of the Assessment Tools Reliability of the Assessment Tools

Uploaded by

rann24124
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Ehtsham Ul Haq Tariq

[email protected]
Cell # 03016713363
 Assessment is an integral part of teaching-learning
process which allows teachers to evaluate their
student’s achievement during an educational
course.
 Every classroom assessment measure must be
appropriately reliable and valid
 A measure must first be reliable before it can
be valid
 A measure that ignores the basic principles of
developing a test may produce such results that
may be unacceptable
 Reliability means Trustworthy
 A test score is called reliable when we have reasons
for believing the test score to be stable and objective.
 According to Merriam Webster Dictionary:
“Reliability is the extent to which an
experiment, test, or measuring procedure yields
the same results on repeated trials.”
 According to Hopkins & Antes (2000):
“Reliability is the consistency of
observations
yielded over repeated recordings either for
one subject or a set of subjects.”
 Inter-Rater or Inter-Observer Reliability
 Test-Retest Reliability
 Parallel-Form Reliability
 Internal Consistency Reliability
 Split half Reliability
 Kuder-Richardson Reliability
 Inter-rater reliability by considering the similarity of
the scores awarded by the two observers.
 There are two major ways to actually estimate inter-
rater reliability
 If your measurement consists of categories -- the raters
are checking off which category each observation falls
in -- you can calculate the percent of agreement
between the raters.
• The other major way to estimate inter-rater reliability is
appropriate when the measure is a continuous one and
calculate the correlation between the ratings of the two
observers that gives an estimate of the reliability or
consistency between the raters.
 Test-retest is a statistical method used to determine a
test's reliability.
 It is used to judge the consistency of results
across items on the same test.
 We estimate test-retest reliability when we administer
the same test to the same sample on two different
occasions.
 This approach assumes that there is no substantial
change in the construct being measured between
the two occasions.
 The amount of time allowed between measures
is critical.
 The shorter the time gap, the higher the
correlation; the longer the time gap, the lower the
correlation.
 In split-half reliability we randomly divide all items
that claim to measure the same contents into two
sets.

 The split-half reliability estimate is simply the


correlation between two total scores.

 This method has the advantage that only one test


administration is required, and therefore memory
and the practice and maturation effects are not
involved.
 In parallel form reliability we have to create two
different tests from the same contents to measure
the same learning outcomes.
 The easiest way to accomplish this is to write a large
set of questions that address the same contents and
then randomly divide the questions into two sets.
 The correlation between the two parallel forms is
the estimate of reliability.
 Uses single test
 The test is administered to a group of students on
one occasion to estimate reliability.
 Reliability of the instrument is judged by estimating
how well the items that reflect the same content
give similar results.
 These measures to 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.
 The strength of this estimate of reliability depends
upon the context to which the entire test represents
a single, fairly consistent measure of a concept.
 Test Length

Adding more homogeneous questions to a test


will increase the test's reliability

 Method Used to Estimate Reliability

The reliability coefficient is an estimate that can


change depending on the method used to calculate
it
 Difficulty
A test that is too difficult or too easy reduces the
reliability. A moderate level of difficulty increases test
reliability.

 Errors that Can Increase or Decrease


Individual Scores
There might be some errors committed by the test
developers that also affect the reliability of the tests
developed by teachers. These errors initially affect the
students’ scores, mean deviate the scores from the
true ability of the students, and therefore affect
the reliability.
 Heterogeneity of Scores

Heterogeneity is referred as the differences among


the scores obtained from class. scores the greater the
variability (range) of test scores, the higher the
reliability.
 First, calculate the item-test correlations and
rewrite or reject any that are too low. Any item that
does not correlate with the total test at least (point-
biserial) r =
.25, should be reconsidered.
 Second , look at the items that did correlate well
and write more like them. The longer the test, the
higher the reliability will be.
 The following are two very important aspects
that contribute towards the usability of the test.

 Transparency

 Security
 Transparency is a process which requires from teachers
to maintain objectivity and the honesty for
developing, administering, marking and reporting the
test results.
 Transparency refers to the availability of clear, accurate
information to students about testing.
 It also requires setting rules and keeping record of
the testing process.
 Security is part of both reliability and validity.

 If a teacher invests time and energy in developing


good tests that accurately reflect the course
outcomes, then it is desirable to be able to recycle
the tests or similar materials.

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