DEFINITION OF TEST RELIABILITY

Reliability is the extent to which test scores are consistent, with respect to one or more
sources of inconsistency the selection of specific questions, the selection of raters, the day
and time of testing. Reliability refers to how consistently a method measure something. If the
same result can be consistently achieved by using the same methods under the same
circumstances, the measurement is considered reliable.

TYPES OF TEST RELIABILITY

1. TEST-RETEST RELIABILITY
Test-retest reliability is used for measuring the uniformity of results especially
when a similar test is repeated on a similar sample at a different time. This type of
reliability comes into play when you measure something that should stay consistent in
your sample. For instance, conducting a colour blindness test on trainee pilot
applicants is likely to have high test-retest reliability as colour blindness remains
constant and does not change with time.
For example, A group of participants complete a questionnaire designed to
measure personality traits. If they repeat the questionnaire days, weeks or months
apart and give the same answers, this indicates high test-retest reliability.
2. INTERRATER RELIABILITY
Interrater reliability helps in measuring the level of agreement among different
people that observe or assess a similar thing. This type of reliability is used when data
is gathered by researchers assigning scores or even categories to single or multiple
variables. Especially in observational studies where researchers are supposed to
gather data on classroom behaviour, interrater reliability plays a pivotal role. In such a
case, the entire team of researchers should agree on the ways of categorizing or rating
various types of behaviour.
For example, based on an assessment criteria checklist, five examiners submit
substantially different results for the same Internal student project. This indicates that
the assessment checklist has low inter-rater reliability (for example, because the
criteria are too subjective).
3. INTERNAL CONSISTENCY
Internal consistency is used for evaluating the correlation between various
items in a test that aim at measuring a similar construct. You don’t have to repeat the
 test for calculating internal consistency. Also, it lets you involve other researchers
which makes it a great way of assessing reliability especially when there’s only one
data set involved.
For example, you design a questionnaire to measure self-esteem. If you
randomly split the results into two halves, there should be a strong correlation
between the two sets of results. If the two results are very different, this indicates low
internal consistency.

ENSURING RELIABILITY
Reliability should be considered throughout the data collection process. When you use a
tool or technique to collect data, it’s important that the results are precise, stable, and
reproducible.

1. APPLY YOUR METHODS CONSISTENTLY

Plan your method carefully to make sure you carry out the same steps in the same way for
each measurement. This is especially important if multiple researchers are involved.

For example, if you are conducting interviews or observations, clearly define how
specific behaviors or responses will be counted, and make sure questions are phrased the
same way each time. Failing to do so can lead to errors such as omitted variable bias or
information bias.

2. STANDARDIZE THE CONDITIONS OF YOUR RESEARCH

When you collect your data, keep the circumstances as consistent as possible to
reduce the influence of external factors that might create variation in the results.

For example, in an experimental setup, make sure all participants are given the same
information and tested under the same conditions, preferably in a properly randomized
setting. Failing to do so can lead to a placebo effect, Hawthorne effect, or other demand
characteristics. If participants can guess the aims or objectives of a study, they may attempt to
act in more socially desirable ways.

DEFINITION OF TEST VALIDITY

 Test validity is the extent to which a test measures what it claims to measure. It is
vital for a test to be valid in order for the results to be accurately applied and interpreted.
Validity is generally considered the most important issue in psychological and educational
testing because it concerns the meaning placed on test results. Though many textbooks
present validity as a static construct, various models of validity have evolved since the first
published recommendations for constructing psychological and education tests. These models
can be categorized into two primary groups: classical models, which include several types of
validity, and modern models, which present validity as a single construct.

For example, a test might be designed to measure a stable personality trait but instead,
it measures transitory emotions generated by situational or environmental conditions. A valid
test ensures that the results are an accurate reflection of the dimension undergoing
assessment.

TYPES OF TEST VALIDITY

1. CONSTRUCT VALIDITY

A test has construct validity if it demonstrates an association between the test

scores and the prediction of a theoretical trait. For example, A self-esteem
questionnaire could be assessed by measuring other traits known or assumed to be
related to the concept of self-esteem (such as social skills and optimism). Strong
correlation between the scores for self-esteem and associated traits would indicate
high construct validity.

2. CONTENT VALIDITY

When a test has content validity, the items on the test represent the entire
range of possible items the test should cover. Individual test questions may be drawn
from a large pool of items that cover a broad range of topics. For example, a test that
aims to measure a class of students’ level of Spanish contains reading, writing and
speaking components, but no listening component. Experts agree that listening
comprehension is an essential aspect of language ability, so the test lacks content
validity for measuring the overall level of ability in Spanish.

3. CRITERION VALIDITY
 A test is said to have criterion validity when it has demonstrated its
effectiveness in predicting criteria, or indicators, of a construct. For example, when an
employer hires new employees, they will examine different criteria that could predict
whether or not a prospective hire will be a good fit for a job. People who do well on a
test may be more likely to do well at a job, while people with a low score on a test
will do poorly at that job.

ENSURING VALIDITY

If you use scores or ratings to measure variations in something (such as psychological traits,
levels of ability or physical properties), it’s important that your results reflect the real
variations as accurately as possible. Validity should be considered in the very earliest stages
of your research, when you decide how you will collect your data.

1. CHOOSE APPROPRIATE METHODS OF MEASUREMENT

Ensure that your method and measurement technique are high quality and targeted to measure
exactly what you want to know. They should be thoroughly researched and based on existing
knowledge.

For example, to collect data on a personality trait, you could use a standardized questionnaire
that is considered reliable and valid. If you develop your own questionnaire, it should be
based on established theory or findings of previous studies, and the questions should be
carefully and precisely worded.

2. USE APPROPRIATE SAMPLING METHODS TO SELECT YOUR

SUBJECTS

To produce valid and generalizable results, clearly define the population you are researching
(e.g., people from a specific age range, geographical location, or profession). Ensure that you
have enough participants and that they are representative of the population. Failing to do so
can lead to sampling bias and selection bias.