In research, reliability refers to the how consistent an instrument measures an outcome for a specific study. In other words, if a person takes the same anxiety test on several different occasions and the results are consistent, the anxiety test is deemed reliable. Researchers use four different methods to test reliability: test-retest reliability, alternate-forms reliability, interrater reliability, and homogeneity or internal consistency reliability (Grove, Gray, & Burns, 2015, p. 289). Test-retest reliability involves administering a tool “to the same person or a group of people, in the same way, on two or more different occasions, hours or days apart” (Vaz, Flakmer, Passmore, Parsons, & Andreou, 2013, para. 2). If the results do not change between the administrations, then the test is considered reliable. Alternate forms …show more content…
The four different methods of measuring validity are content validity, evidence of validity from contrasting groups, evidence of validity from convergence, and evidence of validity from convergence (Grove et al., 2015, p. 289). Content validity is a measurement of how all the elements of a test are relevant and represent the phenomenon being measured. Evidence of validity from contrasting groups examines how well an instrument correlates in the opposite direction in already established groups (Westen & Rosenthal, 2003). Evidence of validity from convergence measures how the results from a relatively new tool compares in a positive relation to the results from an established tool. Lastly, evidence of validity from divergence measures how the results of a relatively new tool compare in a negative relation to the results of an established tool that measures an opposite phenomenon (Grove et al., 2015, p. 291). Validity of an instrument is paramount in determining how the research relates to the concept that is under
The sample used to norm the test was inclusive, and studies have showed little to no discrepancies in scores in regards to demographics (gender, ethnicity, socioeconomic status). I found limited data regarding the exactly reliability coefficients and the validity of the test. However, I did discover this test to be used when determining concurrent validity of other tests of anxiety. There are no limits to this test in regards to a population or administration, as it is written at an elementary reading level and provides multiple administration types (verbal, audio CD, reading) and response types (verbal or nonverbal). The only area of limitation that I believe exists with this test is its vulnerability to self-report biases, affecting the accuracy of the scores produced for children. I feel very comfortable using this measure in my profession, and believe it can provide a strong base for assessing a child’s anxiety levels and their impacts socially or
The sampling procedures that can be utilized in evaluation research is vast. The selected sampling procedure is important in the consideration of external validity. External validity generalizes the findings to individuals in the study sample with characteristics that are alike (DiClemente et al., 2013). Although, not all research studies will require a sampling procedure that would deliver an external validity.
Michele Obama once stated, “If my future were determined just by my performance on a standardized test, I wouldn 't be here. I guarantee you that.” The First Lady is, in other words, to say that standardized testing was a major factor into her life’s outcome and her scores could have potentially not put her in her position of power that she is highly recognized in today’s society. Although standardized tests do play a large role in any college application, standardized testing may not count as much toward one’s college admissions or success because standardized tests are not the only factor toward college applications, these tests only benefit a specific target group of people, and standardized tests are better used for giving insight on one’s
Construct Validity: Construct validity refer to how well a measure actually measures the construct it is intended to measure. It is related to the measure capturing the major dimension of the concept under study (Polit& Beck, 2010). The more abstract the concept, the more difficult it is to establish construct validity. Known group validation typically involves demonstrating that some scale can differentiate members of one group from another. The procedures in known group technique consist of an instrument being administered to be high and low on the measured concept.
Likewise, in order to validate construct validity, Malhotra et al. (2012) recommends that in conducting research, researchers should use multi versus single-item scales to validate data from experiments, depending upon the complexity of the experiment. Malhotra et al. (2012) also recommends using a step-by-step approach ...
Reliability looks at the consistency of a test measure and the extent to which it eliminates extraneous variables in the results. Reliability is influenced by factors such as subjective judgments in scoring test items and the nature of the trait being measured. In contrast, validity refers to “the extent to which meaningful and appropriate inferences can be made from the instrument” (p. 33). Validity assesses whether or not the test scores measured what it claimed to measure and differs based on the purpose and target
Interpreting The MMPI-2-RF included a vast amount of information about the reliability data in the MMPI-2-RF. For example, the scores on the Somatic/Cognitive Scales, Internalizing Specific Problems Scales, Externalizing Specific Problems Scales, and Interpersonal Scales amongst others were reliable based on test-retest correlations and internal consistency estimates in clinical studies. The empirical data offered by the Technical Manual shows strong and distinctive correlational findings, and consistent measures of the constructs the scales target. These findings provide strong evidence supporting the construct validity and reliability of the 51 Scales found in the MMPI-2...
The reliability and validity were researched by using three types of studies: mixed diagnostic group, certified patients diagnosed with DSM-III-R anxiety disorders and a non-clinical sample. It should be noted that the that was used population were psychiatric patients s...
The test taking lessons have helped me learn more about having good strategies for a test. I feel that with these lessons learned I can have more confidence to take a test and pass it. In this report I want to show why test taking is an important skill to learn. I also wanted to describe how I have prepared for test in the past. I also wanted to discuss three strategies I have learned from the computer tutorial in class and how I have changed my study habits so I can do better on test.
Validity- The intent to which a measurement tool actually measures what it is intended to
The Benedict's Test is used to test the presence of simple sugars in a sample. If sugars are present, a color change will occur from blue to red. However, although the Benedict's test shows the presence of sugars, it cannot accurately determine the concentration of sugar in a sample solution. In our method, we added specific concentrations of glucose to the Benedict's test to use as a chart to estimate the glucose concentration of an unknown solution X. Although this gives a rough estimate of the concentration, it is very inaccurate. For example, the mystery solution X was a pale orange color, which was between the colors in my first and second test tube.
Cronbach’s alpha (a) was used to test the reliability. Cronbach’s alpha indicates how well the items in a set are positively correlated to one another. This is to make sure that the scales are free of random or unstable errors and produce consistent results over time (Cooper & Schindler, 1998);
Creswell (2002) has explained different perspectives of validity, from the use of use of qualitative equivalent to their quantitative pars in experimental and survey research (LeCompte & Goetz, 1982) to the use of a metaphorical form of validity as a crystal (Richardson & St. Pierre, 2005). Even if some researches do not prioritize the use of validation in their studies, like Wolcott (1990), for the purposes of this research, instead of focusing into a single perspective, we will focus on their strategies.
Standardized testing includes two types of testing instruments that are known as norm-referenced tests and criterion-referenced tests (Flanagan et al., 2009). In norm-referenced tests, the instruments produce scores or outcomes that compare the client’s, or group of client’s scores, to a typical sample (the normative group) of others in the same-age group, or particular people with the same disorder(s). In criterion referenced tests, the testing instrument includes evaluating the client’s scores to a pre-determined criterion (Flanagan et al.,
Validity and relaiability are concepts that assist to check how accurate and sound a research instrument is in the course of carrying out a study . This involves checking to ensure it is free of potential or actual distortion and bias . Types of reliability include: inter-rater reliability, parallel forms reliability,internal consistency and test-retest reliability.