Validity, Reliability, and Accuracy Assignment Example | Topics and Well Written Essays - 1250 words

Validity, Reliability, and accuracy - Assignment ExampleThis is essential not only to be fair to the student but also get an accurate representative of the class as a whole. In addition, writing such an estimation upfront will alleviate the potential for problems d deliver the road. Students may, for mental testple, become frustrated if an interrogation is perceived to be unfair. Much time may be spent after the trial with students questioning the very ace of the assessment itself. In addition, if an exam does not properly test student comprehension about the disposed(p) material, the teacher may reach a false assumption about the performance of the class, and thus their own teaching as nearly. With these aims in mind, the intent of this paper is to examine the validity and reliability of the hypothetical line of credit management exam minded(p) in the preceding two pages. Validity When imageing whether or not a teacher should be concerned over the poor performance shown by their students on a picky exam, one should offset printing look at the assessment itself (Kubiszyn & Borich, 2013, p. 326). Exams need to be valid before their results cannister really be accepted. Simply because the class, on average, received a failing grade on an exam does not, in itself, direct that they did not comprehend the material. Upon analyzing the exam, the teacher may discover certain problems with the test that get in it invalid in the first place. It could well happen that the teacher re-writes a valid exam, gives it to the same hardened of students, and they all perform marvelously. For this reason, and others, the validity of all given assessment must be judged before any results on the part of the students are considered and recorded. One way to begin testing the validity of an exam is to consider the grade take aim of the material. If the exam is given to third... Validity, Reliability, and AccuracyWhen considering whether or not a teacher should be con cerned over the poor performance shown by their students on a particular exam, one should first look at the assessment itself (Kubiszyn & Borich, 2013, p. 326). Exams need to be valid before their results can really be accepted. Simply because the class, on average, received a failing grade on an exam does not, in itself, indicate that they did not comprehend the material.According to Kubiszyn and Borich (2013), The reliability of a test refers to the consistency with which it yields the same rank for individuals who win the test more than once (p. 338). The indication here is that a student within a given class should rank in nearly the same place every time if the same exam is given to the same class. According to Kubiszyn and Borich (2013), No test measures perfectly, and many tests fail to measure as well as we would like them to (p. 348). The key is to realize that there will almost be some level of error in an exam, but the teacher must work hard to minimize that error to the superior degree possible. Finally, there could be an error in scoring. This is particularly important to monitor if a charitable scores the exam. For this exam, the teacher can eliminate this error, to a great extent, by not scoring the exam when they are tired or in a rush. It is advisable to score an exam in batches, instead than all at once, to ensure that fatigue does no impact the marking of each response.