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Different measures to determine the reliability of an assessment

Different measures to determine the reliability of an assessment

Different measures to determine the reliability of an assessment

In the text of Psychological Testing and Assessment, we learned about three most common and different measures to determine the reliability of an assessment. They are the test-retest reliability, parallel and alternate forms of reliability and the internal consistency reliability. All three measures have coefficients that are interpreted differently from one another.

The test-retest reliability coefficient is the average of two scores of the same test (Cohen, Swerdlik, & Sturman, 2018). A coefficient of =.50 is a very ow reliability. This coefficient could mean that a score of 100 was graded and a score of 0 was graded on the second test, or vise versa, averaging a 50. A coefficient of =.50 means it is unacceptable because of the great variance between tests. A test-retest would be useful in determining descriptive traits. Different measures to determine the reliability of an assessment

The alternate forms of reliability is when two different version of a test were created (Cohen, Swerdlik, & Sturman, 2018). In order for the reliability to be high, the difficulty level must be equal to each other (Cohen, Swerdlik, & Sturman, 2018). The parallel forms and alternate forms reliability coefficient of =.82 means that the reliability is standard reliability. It is not low or not high. It could be used as a reference for good or low reliability for other tests.

Alternate forms of tests would be useful to minimize plagiarizing or cheating among test takers. A source of error variance to this measure would be the variance of difficulty between versions of the tests.

The internal consistency reliability is a measure that doesn’t require different test versions or taking the same test twice (Cohen, Swerdlik, & Sturman, 2018). It measures how items on the test relate or differ from one another (Cohen, Swerdlik, & Sturman, 2018). A source of variance for this measure would be how the test was created. Different measures to determine the reliability of an assessment

A coefficient of =.92 is a very high reliability and means that the items on the score are highly related to one another. This measure would be acceptable to use for tests such as rating or reviewing an item by using a scale.

Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY:

McGraw Hill.

Marian Velasco

In this unit, you learned about measurement and assessing talent. For this assignment, you will apply what you have learned to a specific situation. Using the job: Server/bartender for a bistro style restaurant, complete the following tasks:

  • Compose 15 questions that will be used to measure or assess candidates’ skills for this particular job.
  • Explain why and how these questions relate to the position and why measurement and assessment are important. Be sure to define what is meant by measurement.
  • Create a scoring rubric to validate, rate, and rank candidates in order to be able to identify the top three candidates. How would reliability and validity affect the evaluation of this measurement? Different measures to determine the reliability of an assessment

Your project must be at least three pages in length. References are not required for this assignment, but if any are used, they should be cited and referenced in APA format.

One of the most important responsibilities you have as a leader in early childhood education is making sure that families understand their child’s growth and development. Sharing assessment information with families about the standardized tests that are being used with their child is an important part of this process.

“Not all standardized tests measure the same knowledge and skills. Some are designed to predict student performance, while others are designed to measure a student’s knowledge as compared to peers across the country” (Beaupré, 2002). Therefore, it is important to be proactive in explaining to parents which assessments you use and why.

For your assignment, you will create a brochure for families about the standardized assessments that you use to ensure their child is growing and developing at the appropriate rate. You may use Microsoft Word to create your brochure. Your brochure should be based on the standardized tests that are used with the age (infants/toddlers, preschoolers, school-aged) of children you plan to work with.

Your brochure must contain sections with the following guidelines: Different measures to determine the reliability of an assessment

  • Choose two of the standardized assessments that are shared in Chapter 3 of your course text, Assessment in Early Childhood Education, which are used with your chosen age group. For these two standardized tests, compare and contrast the following:
    • Explain how the assessment is scored. This includes clearly defining whether each assessment is norm referenced or criterion referenced.
    • Describe what each test measures. Make sure to connect this back to developmental domains.
    • Explain the role that reliability and validity play in each of these assessments.
  • Explain what the two standardized tests do not measure and how you will measure these skills
  • Discuss how you will report the results to families
  • Provide at least three tips for families about how they can communicate with you about concerns/questions about standardized testing.
  • Include at least three standardized testing resources families can use if they want to learn more about standardized testing. Include a one- to two-sentence description of each resource.
  • Utilize at least three images that are related to standardized testing throughout your brochure to enhance the visual appeal.

Research and Resource Expectations:

  • Source Requirement: 
    • At least two scholarly peer-reviewed or credible sources

Writing and Formatting Expectations:

  • Title Page: Must include the following:
    • Title
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: Demonstrates logical progression of ideas. Different measures to determine the reliability of an assessment
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.