The test is job-relevant. In other words, the test measures one or more characteristics that are important to the job.
By using the test, more effective employment decisions can be made about individuals. For example, an arithmetic test may help you to select qualified workers for a job that requires knowledge of arithmetic operations. The degree to which a test has these qualities is indicated by two technical properties: reliability and validity. Test reliability Reliability refers to how dependably or consistently a test measures a characteristic.
If a person takes the test again, will he or she get a similar test score, or a much different score? A test that yields similar scores for a person who repeats the test is said to measure a characteristic reliably. How do we account for an individual who does not get exactly the same test score every time he or she takes the test? Some possible reasons are the following: Test taker's temporary psychological or physical state.
Test performance can be influenced by a person's psychological or physical state at the time of testing. For example, differing levels of anxiety, fatigue, or motivation may affect the applicant's test results. Environmental factors. Differences in the testing environment, such as room temperature, lighting, noise, or even the test administrator, can influence an individual's test performance.
Assessment data collected will be influenced by the type and number of students being tested. This variance in student groups from semester to semester will affect how difficult or easy test items and tests will appear to be. This variance in scores from group to group makes reliability and validity an important consideration when developing and administering assessments and evaluating student learning.
It is common among instructors to refer to types of assessment, whether a selected response test i. Technically, it is not the test itself but rather the resulting test score or rubric score that must have a high degree of reliability and validity.
Reliability refers to the degree to which scores from a particular test are consistent from one use of the test to the next. Validity refers to the degree to which a test score can be interpreted and used for its intended purpose. Reliability is a very important piece of validity evidence. A test score could have high reliability and be valid for one purpose, but not for another purpose. An example often used for reliability and validity is that of weighing oneself on a scale. The results of each weighing may be consistent, but the scale itself may be off a few pounds.
An assessment that has very low reliability will also have low validity ; clearly, a measurement with very poor accuracy or consistency is unlikely to be fit for its purpose. But, by the same token, the things required to achieve a very high degree of reliability can impact negatively on validity.
For example, consistency in assessment conditions leads to greater reliability because it reduces 'noise' variability in the results. On the other hand, one of the things that can improve validity is flexibility in assessment tasks and conditions. Such flexibility allows assessment to be set appropriate to the learning context and to be made relevant to particular groups of students. Insisting on highly consistent assessment conditions to attain high reliability will result in little flexibility, and might therefore limit validity.
The Overall Teacher Judgment balances these notions with a balance between the reliability of a formal assessment tool, and the flexibility to use other evidence to make a judgment. Search all of TKI.
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