Exam 5: Technical Adequacy: Reliability and Validity

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To evaluate the content validity of a portfolio assessment, it should be determined that the student's work that is included in the portfolio represents

(Multiple Choice)

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Question 21

A test with a reliability coefficient of .97 has relatively little __________.

(Short Answer)

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Question 22

Dr. Qubert has developed a test for which there is not an adequate criterion measure or construct with which to evaluate validity. She therefore decides to present complete content validity data. What three factors must she consider when determining content validity?

(Short Answer)

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Question 23

For individual test data, where a test score is used to make a screening decision, the recommended level of required reliability is __________.

(Short Answer)

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Question 24

The most likely explanation for items having __________ for different groups of people is differential exposure to test content.

(Short Answer)

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Question 25

Explain in your own words the relationship between reliability and validity.

(Short Answer)

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Question 26

An individual reported a reliability coefficient of 1.25 for an intelligence test. It was obtained by correlating the results of a given group on Form A with the group's results on Form B. This coefficient indicates that

(Multiple Choice)

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Question 27

Unless a test is administered according to the __________ the results are invalid.

(Short Answer)

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Question 28

If one wants to generalize to different times, one should examine the test's __________.

(Short Answer)

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Question 29

To determine the stability of a test, the recommended interval between administrations of the test is __________.

(Multiple Choice)

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Question 30

A statistic that enables an examiner to establish confidence for the true scores of examinees is the

(Multiple Choice)

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Question 31

When different groups of test takers consistently experience disparate levels of success on specific items, there is a problem in

(Multiple Choice)

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Question 32

The extent to which a person's score on a test is related to performance on a criterion measure is best described as evidence based on

(Multiple Choice)

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Question 33

Sixty percent of a test's variance is caused by the variance of true scores, whereas 40% of the variance is caused by error. What is the test's reliability?

(Short Answer)

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Question 34

The results of an achievement test are considered to be invalid if

(Multiple Choice)

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Question 35

Test results would be of little value if we were unable to generalize what was observed in one situation to other situations. Identify and discuss three types of generalizations that can be made from reliable test results.

(Short Answer)

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Question 36

In the context of assessment, "enabling behaviors" are those behaviors that

(Multiple Choice)

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Question 37

Joseph was tested on an instrument for which the SEM was relatively high. How sure can we be of Joseph's score?

(Short Answer)

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Question 38

The absence of __________ required for performance on a test invalidates the rest results.

(Short Answer)

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Question 39

In order for evidence of high concurrent validity to be meaningful, the criterion measures must be__________.

(Short Answer)

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Question 40

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Exam 5: Technical Adequacy: Reliability and Validity

To evaluate the content validity of a portfolio assessment, it should be determined that the student's work that is included in the portfolio represents

A test with a reliability coefficient of .97 has relatively little __________.

Dr. Qubert has developed a test for which there is not an adequate criterion measure or construct with which to evaluate validity. She therefore decides to present complete content validity data. What three factors must she consider when determining content validity?

For individual test data, where a test score is used to make a screening decision, the recommended level of required reliability is __________.

The most likely explanation for items having __________ for different groups of people is differential exposure to test content.

Explain in your own words the relationship between reliability and validity.

An individual reported a reliability coefficient of 1.25 for an intelligence test. It was obtained by correlating the results of a given group on Form A with the group's results on Form B. This coefficient indicates that

Unless a test is administered according to the __________ the results are invalid.

If one wants to generalize to different times, one should examine the test's __________.

To determine the stability of a test, the recommended interval between administrations of the test is __________.

A statistic that enables an examiner to establish confidence for the true scores of examinees is the

When different groups of test takers consistently experience disparate levels of success on specific items, there is a problem in

The extent to which a person's score on a test is related to performance on a criterion measure is best described as evidence based on

Sixty percent of a test's variance is caused by the variance of true scores, whereas 40% of the variance is caused by error. What is the test's reliability?

The results of an achievement test are considered to be invalid if

Test results would be of little value if we were unable to generalize what was observed in one situation to other situations. Identify and discuss three types of generalizations that can be made from reliable test results.

In the context of assessment, "enabling behaviors" are those behaviors that

Joseph was tested on an instrument for which the SEM was relatively high. How sure can we be of Joseph's score?

The absence of __________ required for performance on a test invalidates the rest results. ​

In order for evidence of high concurrent validity to be meaningful, the criterion measures must be__________.

Assessment in Social and Educational Contexts

Assessment and Decision-Making in Schools

Laws, Ethical Codes, and Standards

Test Scores and How to Use Them

Cultural and Linguistic Considerations

Using Test Adaptations and Accommodations

Teacher-Made Tests of Achievement

Assessing Behavior Through Observation

Monitoring Student Progress Toward Instructional Goals

Managing Classroom Assessment

Response to Intervention Rti and a Multi-Tiered System of Supports Mtss

How to Evaluate a Test

Assessment of Academic Achievement With Multi-Skill Devices

Using Diagnostic Reading Measures

Using Diagnostic Mathematics Measures

Using Measures of Written Language

Using Measures of Intelligence

Using Measures of Social and Emotional Behavior

Making Instructional Decisions

Making Special Education Eligibility Decisions

Making Decisions About Participation in Accountability Programs

Collaborative Team Decision-Making

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The absence of __________ required for performance on a test invalidates the rest results.