Week Two Discussion: Reliability
Chapter 3. Pick an Approach
On the discussion board, write three brief scenarios in which each of the three types of reliability evidence would be needed for an assessment. At the end of each scenario, specify which type of evidence would need to be gathered, and why.
Example: Imagine that a researcher developed a measure of loneliness. The researcher administered the loneliness measure to a group of 30 individuals at two different times. The second time was 3 months later than the first time. This is a test-retest scenario, and the evidence of reliability would be that scores for individuals were stable (relatively unchanged) even though the test was given at two different times.
At the end of each scenario, specify which type of evidence would need to be gathered, and why.
Week Two Discussion: Reliability
Reliability refers to the consistency related to the measure. Therefore, this is based on the different types of reliabilities which include:
Test-Retest Reliability: Research conduct is a test related to intelligence. This reliability evidence is mainly discussed as the test-retest evidence which refers to the consistency related to the result over some time. In the case, of the educational assessment, the students are required to yield similar evidence based on the test which is administered on various other notes. Test-Retest helps the teacher to focus on the assessment from the students. Thus, this scenario is based on the test-retest format. A person who is considered to be highly intelligent the next time should be noted with their reliability to determine the timely assessment to correlate with the scores as it is evident with the test-retest reliability (Scalestatistics.com, 2020). Moreover, the reliability based on the evidence score with the participants should be relatively stated with an unchanged form with two different times, for inconsistent overtime shall not be considered with good satisfaction measure to conduct what is supposed to be consistent.
Alternate-form reliability: In the second phase I would implement the above scenario with the alternate-form reliability. Moreover, this text believes in the evidence that dwells on the question format which is more allegedly related to the different forms of tests. As stated by Popham, (2019), this scenario is based on reliable evidence, which can be administered to an individual, so it can be administered with the two forms for the students to complete the examination, or the teacher can focus on how the students are determined in their examination to relate with the scores.
Inter consistency Reliability evidence: Thirdly it is based on the textual forms related to the reliabilities that have evidence to deal with the items related to the educational assessment based on an instrument which is functioned under a consistency. The students here are based on the research to make an interaction. This can be like an examination that allows the students to understand the problem to solve all the problems. On the other hand, the students can rely on the evidence, to score better with a consistency of the examination, which allows the teachers to test, or analyze the student’s ability to relateability to solve problems.
References
Popham, W. J. (2019). Classroom Assessment: What Teachers Need to Know (9th Edition)
Scalestatistics.com (2020). Test-retest reliability. Retrieved from https://www.scalestatistics.com/test-retest-reliability.html [Retrieved on August 20, 2022]
