4.

Reliability
- This refers to the consistency with which a student may be expected to perform on a given test.
It means the extent to which a test is dependable, self-consistent and stable.

Factors that affect test reliability

• Scorer’s inconsistency because of his/her subjectivity
• Limited sampling because of incidental inclusion and accidental exclusion of some
materials in the test
• Changes in the individual examinee himself/herself and his/her instability during the
examination
• Testing environment

a. How Reliability is Determined

Various ways of establishing test reliability
• Test-Retest Method or Test of Stability.
- The same measuring instrument is administered to the same group of subjects. The scores
of the first and second administrations of the test are determined by correlation and
coefficient.

2. Parallel Forms Method or Test of Equivalence

- Parallel or Equivalent forms of a test may be administered to the group of subjects and the
paired observations correlated.

3. Split-Half Method
- The test in this method may only be administered once, but the test items are divided into
two halves. The common procedure is to divide a test into odd and even items. The two
halves of the test must be similar but not identical in content, difficulty, means and standard
deviations.

4. Internal-Consistency Method
- This method is used with psychological tests, which are constructed as dichotomously scored
items. The testee either passes or fails in an item.

b. Test Reliability Enhancers

• Use a sufficient number of items or tasks. A longer test is more reliable
• Use independent raters or observers who can provide similar scores to the same
performances.
• Make sure the assessment procedures and scoring are objective.

b. Test Reliability Enhancers

• Continue the assessment until the results are consistent.
• Eliminate or reduce the influence of extraneous events or factors.
• Assess the difficulty level of the test.
• Use shorter assessments more frequently rather than a few long assessments.

5. Fairness
- This pertains to the intent that each question should be made as clear as possible to the
examinees and the test is absent of any biases. Identified elements of fairness are the student’s
knowledge of learning targets before instruction, the opportunity to learn, the attainment of pre-
requisite knowledge and skills, unbiased assessment task and procedures, and teachers who avoid
stereotypes.

6. Positive Consequences
- These enhances the overall quality assessment, particularly the effect of assessments on the
students’ motivation and study habits.

7. Practically and Efficiency

- Assessments need to take into consideration the teacher’s familiarity with the method, the time
required, the complexity of administration, the ease of scoring and interpretation, and the cost to
be able to determine an assessment’s practicality and efficiency.
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