reliability and validity of standardized tests

The test measures what it claims to measure.

This means that if a person were to take the test again, the person would get a similar test score.

The test measures what it claims to measure consistently or reliably.

What makes a good test?Īn employment test is considered 'good' if the following can be said about it: Use assessment tools that are appropriate for the target population. Use only assessment procedures and instruments that have been demonstrated to be valid for the specific purpose for which they are being used. Use only reliable assessment instruments and procedures. How to interpret validity information from test manuals and independent reviews.Using validity evidence from outside studies.Methods for conducting validation studies.Interpretation of reliability information from test manuals and reviews.These explanations will help you to understand reliability and validity information reported in test manuals and reviews and use that information to evaluate the suitability of a test for your use. This chapter provides a simplified explanation of these two complex ideas. You should examine these features when evaluating the suitability of the test for your use. These are the two most important features of a test. Test reliability and validity are two technical properties of a test that indicate the quality and usefulness of the test. Time and Attendance/Workforce ManagementĬhapter 3: Understanding Test Quality-Concepts of Reliability and Validity.Implications for the fairness of music performance assessments and improved assessment protocols are discussed. 63 logits)), and 22 (8.7%) significant interaction terms demonstrated a negligible effect (|DIF| <.

63 logits), nine (3.6%) significant interaction terms demonstrated a slight to moderate effect (|DIF| = (.43. Using the Many Facets Rasch Partial Credit measurement model, measurement equivalence for all items did not exist when used to measure subgroups of students based on their musical instrument ( ²(252) = 634.00, p /=. exist for items when used to measure subgroups of students based on their musical instrument? and (c) what size of differential item functioning effects exists for items when used to measure subgroups of students based on their musical instrument? In total, 17 adjudicators evaluated 138 middle-school instrumental students (ages 11–13) in the context of a live, formal solo and ensemble performance assessment. This study was guided by the following research questions: (a) does measurement equivalence for all items exist when used to measure subgroups of students based on their musical instrument? (b) what patterns of differential item functioning effects. The purpose of this study was to examine differential item functioning (DIF) in a rubric used to assess middle-school solo and ensemble performances.

Reliability and validity of standardized tests