Validity and Reliability EDPT514

Complete the worksheet attached…here is what is on it..

EDPT 514 Chapter 4 Research and Application Activity

Validity and Reliability

Chapter Focus

This chapter deals with reliability and validity of test instruments. It explains various methods of researching reliability and validity and recommends methods appropriate to specific types of tests.

Activity 4.1

View the scores on the scattergram below and identify the correlation represented.

	Test 1 (Variable Y)	Test 2 (Variable X)
Heather	116	40
Ryan	118	38
Brent	130	20
William	125	21
Kellie	112	35
Stacy	122	19
Myoshi	126	23
Lawrence	110	45
Allen	127	18
Alejandro	100	55
Jeff	120	27
Jawan	122	25
Michael	112	43
James	105	50
Thomas	117	33

Answer:

Activity 4.2

Determine whether the scattergrams below illustrate positive, negative, or no correlation.

Answer:

Correlation appears to be:Correlation appears to be:

4.3 Apply Your Knowledge

Explain the concepts of positive, negative, and no correlation.

Positive correlation:
Negative correlation:
No correlation:

Activity 4.4

Use the formula to determine the standard error of measurement (estimate the amount of error present in an obtained score) with the given standard deviations and reliability coefficients.

SEM= Standard Error of Measurement

SD = Standard Deviation

R = Reliability Coefficient

Formula (SEM = SD (square root) 1-r

			SEM
1.	SD = 5	r = .67
2.	SD = 15	r = .82
3.	SD = 7	r = .73
4.	SD = 7	r = .98
5.	SD = 15	r = .98

What happens to the standard error of measurement as the reliability increases?
What happens to the standard error of measurement as the standard deviation increases?

4.5 Part I: Provide the correct response for each item.

A new academic achievement test assesses elementary-age students math ability. The test developers found, however, that students in the research group who took the test two times had scores that were quite different upon the second test administration, which was conducted two weeks after the initial administration. It was determined that the test did not have acceptable ___.
A new test was designed to measure the self-concept of students of middle school age. The test required students to use essay-type responses to answer three questions regarding their feelings about their own self-concept. Two assessment professionals were comparing the students responses and how these responses were scored by the professionals. On this type of instrument, it is important that the ___ is acceptable.
In studying the relationship between the scores of the administration of one test administration with the second administration of the test, the number .89 represents the ___.
One would expect that the number of classes a college student attends in a specific course and the final exam grade in that course would have a ___.
In order to have a better understanding of a students true abilities, the concept of ___ must be understood and applied to obtained scores.
The number of times a student moves during elementary school may likely have a ___ to the students achievement scores in elementary school.
A test instrument may have good reliability; however, that does not guarantee that the test has ___.

8.On a teacher-made test of math, the following items were included: two single-digitaddition problems, one single-digit subtraction problem, four problems of multiplication of fractions, and one problem of converting decimals to fractions. This test does not appear to have good ___.

9.A college student failed the first test of the new semester. The student hoped that the firsttest did not have strong ___ about performance on the final exam.

10.No matter how many times a student may be tested, the students ___ may never be determined.

11.Use the following set of data to determine the mean, median, mode, range, variance, standard deviation, standard error of measurement, and possible range for each score assuming 68% confidence. The reliability coefficient is .85.

Data: 50, 75, 31, 77, 65, 81, 90, 92, 76, 74, 88

Answer:Mean=

Median =

Mode =

Range =

Variance = (Steps 1-4 below)

Standard deviation = ( of variance)

Standard error of measurement =( (1 – r)) r =

Data Set	Step 1: Difference	Step 2: X by itself	Squared
92 72.64 =
90 72.64 =
88 72.64 =
81 72.64 =
77 72.64 =
76 72.64 =
75 72.64 =
74 72.64 =
65 72.64 =
50 72.64 =
31 72.64 =

Step 3: Sum of squares:

Step 4: Divide the sum of squares by the number of scores:

Requirements: Completed worksheet

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