Test constructors can improve test reliability by

Drivers Ed. Financial Exams. Management Certifications. Military Exams. Other Certifications. Technology Certifications. Other Foreign Languages. Cellular Biology. Earth Science. Environmental Science. Life Science. Marine Biology. Molecular Biology. Natural Science. Organic Chemistry. Periodic Table. Physical Science. Plant Science.

Science Class. American Literature. British Literature. Classic Novels. Creative Writing. English Grammar. Higher English. Medieval literature. Proverbs and Idioms. Vocab Builder. Criminal Justice. Political Science. Religion and Bible. Social Studies. Social Work. Linear Algebra. Multiplication Tables. Statistical Methods. Body Systems. Medical Exams. Medical Subspecialties.

Medical Terminology. Misc Healthcare Topics. Nursing Subspecialties. Other Healthcare Fields. Home Economics. Interior Design. Landscape Architecture. Massage Therapy. Pest Control. Australian Law. Science Class. American Literature. British Literature. Classic Novels. Creative Writing. English Grammar. Higher English. Medieval literature. Proverbs and Idioms. Vocab Builder. Criminal Justice. Political Science. Religion and Bible.

Social Studies. Social Work. Linear Algebra. Multiplication Tables. Statistical Methods. Body Systems. Medical Exams. Medical Subspecialties. Medical Terminology. Misc Healthcare Topics. Nursing Subspecialties. Other Healthcare Fields. Home Economics. Interior Design. Landscape Architecture. Massage Therapy. Pest Control. Australian Law. Business Law. California Bar Exam. Civil Procedure. Constitutional Law. Contract Law. Corporate Law.

Criminal Law. Florida Bar Exam. Insurance Law. Intellectual Property. International Law. Legal Studies. Pharmacy Law. Property Law. Most important, explain in your own words why you gave the answers above. Because it is not feasible to create and administer tests containing every possible item related to a domain, trait, or skill it would take a lifetime to create this test, let alone take it!

We know, however, that the three samples will not give the same estimate. Therefore, to estimate reliability, we can do what? One reason classical test theory may be less than satisfactory as a basis for assessing reliability is that it requires that exactly the same test items be administered to each person. This means that for any particular examinee, only a handful of the test items will actually tap into his or her exact unique ability level.

Yet the reliability estimate is for the entire test, including all the items that were too easy or too difficult for that particular examinee. Explain how tests are developed on the basis of item response theory IRT. Interpret the hypothetical reliability coefficients in the table below.

The reliability coefficient of the weight scale in the university fitness center is. The reliability of a self-esteem measure is. Have you ever taken a test e. In your opinion, what were sources of error in your observed test score? Reliability coefficients estimate the proportion of observed score variance that can be attributed to true score variance versus error variance.

There are several ways of estimating test reliability because there are several different sources of variation in test scores. Briefly describe three methods of estimating test reliability: a. If you were to use the test-retest method to estimate the reliability of a test, what specific actions would you take? Give an example of a circumstance under which the effects described in 7 above would not compromise the reliability coefficient.

It is very important to consider the time interval between two administrations of the test in the interpretation of the test-retest reliability coefficient. What are three possible interpretations of a low test-retest coefficient e. Imagine that the large oval represents the boundary of a hypothetical content domain, such as information from Chapters of this text.

Each of the dots inside the large oval represents one item in the content domain. In reality, the content domain of Chapters probably contains thousands of dots, or possible items.

Now imagine that the circle bounded by the dashed line represents the sample of items that appear on a test over Chapters Content domain: All possible items from text Chapters Items sampled for test over Chapters For what reason would the test over Chapters probably be deemed unreliable with regard to item sampling?

Imagine another sample of items was drawn from the content domain depicted above. This set of items could comprise a parallel form of the test over Chapter Describe what actions you would take to estimate the reliability of Form A of the test using the parallel forms method. More often, they estimate reliability by examining the internal consistency of items on a single test.

Text pages describe three primary ways internal consistency reliability is evaluated: 1 split half, 2 KR 20, and 3 coefficient alpha. Describe what actions you would take to estimate the reliability of a item test using the split-half method. For what reason does the basic split-half method underestimate the reliability of a test? Apply the Spearman Brown formula presented below and on text p.

The UAT is a verbal analogies test consisting of 18 items. The UAT is designed to predict college-level academic performance. On the next page you will see a worksheet that will help you find the values you need to calculate the internal consistency reliability of the University Aptitude Test UAT using the KR20 formula.

For the purposes of this exercise, imagine that the UAT is only 10 items instead of 18 items. The formula to find KR20 requires calculation of the variance, or S2. Under what circumstances is coefficient alpha, rather than KR20, the appropriate measure of the internal consistency reliability of a test? Under what circumstance might a researcher be interested in finding the reliability of a difference score?

For what reasons is the reliability of a difference score expected to be lower than the reliability of either score on which it is based? Using the formula presented below and on text p. The correlation between the two measures is. Why are behavioral observations frequently unreliable? Two reasons are given for why recording the percentage of times that two or more observers agree is not a good method of estimating interrater reliability.