Discuss which is more important reliability or validity for a test?

QUESTION:

Discuss which is more important reliability or validity for a test?

Give critical reflections on the measurement of construct and concurrent validity of a test at the elementary level. Also, Develop a table of specifications for the science test at 8th grade.

ANSWER:

Reliability:

Reliability refers to how consistently a way measures something. If an equivalent result is often consistently achieved by using an equivalent method under an equivalent circumstance, the measurement is taken into account reliable.

Validity:

Validity refers to how accurately a method measures what it is intended to measure. If research has high validity, that means it produces results that correspond to real properties, characteristics, and variations in the physical or social world.

which is more important reliability or validity for a test?

Validity is harder to assess than reliability, but it’s even more important. to get useful results, the methods you employ to gather your data must be valid: the research must be measuring what it claims to live. This ensures that your discussion of the info and therefore the conclusions you draw also are valid.

Reliability Is more Important

It is common among instructors to ask sorts of assessment, whether a specific response test or a constructed response test that needs rubric scoring as being reliable and valid. Technically, it’s not the test itself but rather the resulting test score or rubric score that has got to have a high degree of reliability and validity. Reliability refers to the degree to which scores from a specific test are consistent from one use of the test to subsequent. Validity refers to the degree to which a test score is often interpreted and used for its intended purpose. Reliability may be a vital piece of validity evidence. So, reliability is more important for tests. Having good test re-test reliability signifies the interior validity of a test and ensures that the measurements obtained in one sitting are both representative and stable over time.

Construct validity

Construct validity evaluates whether a measurement tool really represents the thing we have an interest in measuring. It’s central to establishing the general validity of away.

Construct validity is about ensuring that the tactic of measurement matches the construct you would like to live. If you develop a questionnaire to diagnose depression, you would like to know: does the questionnaire really measure the construct of depression? Or is it actually measuring the respondent’s mood, self-esteem, or another construct?

To achieve construct validity, you’ve got to make sure that your indicators and measurements are carefully developed to support relevant existing knowledge. The questionnaire must include only relevant questions that measure known indicators of depression.

Concurrent validity

Concurrent validity may be a sort of Criterion Validity. If you create some sort of test, you would like to form sure it’s valid: that it measures what it’s alleged to measure. Criterion validity is a method of doing that. Concurrent validity measures how well a replacement test compares to a well-established test. It also can ask the practice of concurrently testing two groups at an equivalent time, or asking two different groups of individuals to require an equivalent test.

Concurrent validity relies upon tests that happened at an equivalent time. Ideally, this suggests testing the themes at precisely the same moment, but some approximation is suitable.

For example, testing a gaggle of scholars for intelligence, with an intelligence test, then performing the new IQ test a few days later would be perfectly acceptable. If the test takes place a substantial amount of your time after the initial test, then it’s considered predictive validity. Both concurrent and predictive validity are subdivisions of criterion validity and therefore the timescale is the only real difference.

Table of specification for the science test 8th grade Students

(Table on next page)

Topic Content

Standards

No of hours No items Level of Performance Percentage
Knowledge Process Underst anding
Forces and Motion Demon Start Lesson 10 13 03 04 06 21.67%
Work and

Energy

Demon Start

Lesson

05 06 01 02 03 10.00%
Heat and Temperature Demon Start Lesson 06 08 02 03 03 13.33%
Electricity Demon Start

Lesson

08 11 03 04 04 18.33%
Sound s Demon Start Lesson 08 11 02 04 OS 1 8.33%
Color s of

light

Demon Start

lesson

08 11 02 04 OS 1 8.33%
    45 60 13 21 26 100.00%

Knowledge=60 / 70 x 15 = 13

Pr oc ess /Skills= 60 I 70 x 25 = 21

Understanding= 60 / 70 x 30 = 26

Differentiate objectives and learning outcomes only with the help of ten examples of each

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