MODULE 3

RELIABILITY

Lesson Objective:
At the end of the module, the learners will be able
to:
 explain reliability and Usability/Practicability
 discuss the methods determining Reliability
 Enumerate factors involving practicability and
usability ; and
 apply the General and Specific Suggestions in
Writing a Test.
 Understanding Assessment and Evaluation Basics Concepts

What is reliability?
Reliability refers to consistency and accuracy
of test results, the degree to which two or more
forms of the test will yield the same results
under uniform conditions. Increasing the
length of the test may raise the reliability of
the test. Clear and concise directions would
also increase the reliability of the test.
 METHODS OF DETERMINING
RELIABILITY
Methods Types of Procedures Statistical
Reliability Measure
Measure

1. Test-Retest Measure of Give a test twice to the same Pearson r

Stability group with any time interval
between tests from several
minutes to several years

1. Form Measure of Give parallel forms of tests to Pearson r

Equivalent
Equivalence the same group with close
time interval between forms
 METHODS OF DETERMINING
RELIABILITY
3. Test-Retest with Measure of Give parallel forms of Pearson r
Equivalent Forms Stability tests to the same group
and with increased time
Equivalence interval between forms

4. Split Half Measure of Give a test once. Score Pearson r and

Internal equivalent halves of the Spearman Brown
Consistency test. Formula

5. Kuder- Measure of Give the test once then Kuder-Richardson

Richardson Internal correlate the Formula 20 and 21
Consistency proportion/percentage of
the students passing and
not passing a given item
What is Usability / Practicability?

The degree to which a test

can be used by teachers and
administrators without
unnecessary waste of time,
money, and effort.
 FACTORS INVOLVING USABILITY AND
PRACTICABILITY
 Ease in Administration: The giving and taking of the test
is facilitated by clear and specific directions provided to
both the examiner and examinees.
 Proper Mechanical Make-up of the Test: The print in
the test must be clear enough and appropriate to the grade
level for which it is used.
 Utility: The content of the test must serve definite needs in
the pupils’ activities.
 Economy: The making of the test must not be too costly
especially when funds are limited for the purpose of the
test.
 FACTORS INVOLVING USABILITY AND
PRACTICABILITY
 Comparability: The test must be so constructed that
the results can be compared to other test results.
 Ease in Scoring: Objectivity of the test, clear
directions in scoring, and adequate key make scoring
of the test easy. Use scoring procedures appropriate
to your method and purpose. The easier the
procedure, the more reliable the assessment is.
 Ease of Interpretation: Interpretation is easier if
there is a plan on how to use the results prior t
assessment.
 FACTORS INVOLVING USABILITY AND
PRACTICABILITY
 Teacher Familiarity with the Method: The
teacher should know the strengths and
weaknesses of the method and how to use them.
 Time Required: Time includes construction and
use of the instrument and the interpretation of
results. Other things being equal, it is desirable to
use the shortest assessment as possible that
provides valid and reliable results.
Principles of Evaluation (Gronlund, 1981)