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Lecture 1 - Introd. Reliability - and - Validit

Reliability refers to the consistency of a measure, while validity refers to what a measure intends to measure. A measure is reliable if it produces similar results under consistent conditions, but may not be valid if it does not accurately measure the intended concept. A measure can be reliable but not valid if it consistently measures something different than intended. Improving reliability involves using consistent methods and ensuring items comprehensively measure the domain. Ensuring validity requires the measure reflects the intended opinions, attitudes or behaviors.

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23 views

Lecture 1 - Introd. Reliability - and - Validit

Reliability refers to the consistency of a measure, while validity refers to what a measure intends to measure. A measure is reliable if it produces similar results under consistent conditions, but may not be valid if it does not accurately measure the intended concept. A measure can be reliable but not valid if it consistently measures something different than intended. Improving reliability involves using consistent methods and ensuring items comprehensively measure the domain. Ensuring validity requires the measure reflects the intended opinions, attitudes or behaviors.

Uploaded by

nickokinyunyu11
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© © All Rights Reserved
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Download as PPT, PDF, TXT or read online on Scribd
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Reliability

Today’s Objectives
 Understand the difference between reliability and
validity
 Understand how to develop valid indicators of a
concept
Reliability and Validity
Reliability Validity
• How accurate or • Does the concept
consistent is the measure what it is
measure? intended to measure?
• Would two people • Does the measure
understand a question actually reflect the
in the same way? concept?
• Would the same • Do the findings reflect
person give the same the opinions, attitudes,
answers under similar and behaviors of the
circumstances? target population?
Reliable but not valid

Valid but not reliable

Valid and reliable


Reliability
 Reliability is the consistency of your product
performance. Example the degree to which
an instrument measures the same way each
time it is used under the same condition with
the same subjects. In short, it is the
repeatability of your performance; again a
measure is considered reliable if a person's
score on the same test given twice is similar.
It is important to remember that reliability is
not measured, it is estimated.
 Here is a simple example to illustrate this. Suppose
that you have bathroom weight scales and these
weight scales are broken. The weight scales will
represent the methodology. One person weighs you
with these scales and obtains a result. Then, the
weight scales are passed along to another person.
The second person follows the same procedure, uses
the same weight scales and weighs you. The same
broken weigh scales are used. The two people, using
the same broken weight scales, come to similar
measures. The results are reliable. The results are
obtained by two (or perhaps more) people using the
faulty scale. Although the results are reliable, they
may not be valid. That is, by using the faulty scales,
the results are not a true indicator of the real weight.
Reliability

 Accuracy, precision, or consistency of


measurement, performance, etc
 Degree to which products or
measurements are free from error and
therefore yield consistent results
 Reliable products or measurements mean
the same data would have been collected
under similar circumstances
Methods used to determine
reliability
 Test-retest method
• Administer the same measures to the
same respondents at two separate points
in time
 Split-half method
• Correlate one-half of a scale with the
other half
 Calculate reliability coefficient
• Statistical test that measures the internal
consistency of a set of items
How to improve Reliability?
 Quality of items; concise statements,
homogenous words (some sort of
uniformity)
 Adequate sampling of content domain;
comprehensiveness of items
 Longer assessment – less distorted by
chance factors
 Developing a scoring plan (esp. for
subjective items – rubrics)
 Ensure VALIDITY
Validity
 The ability of a product to perform what it
is intended to perform.
 The extent to which a measure reflects the
real meaning of the concept under
consideration
 The extent to which a measure reflects the
opinions and behaviors of the population
under investigation
 Can not be valid unless also reliable
Validity
 Validity refers to the degree to which a
study accurately reflects or assesses the
specific concept that the researcher is
attempting to measure. While reliability is
concerned with the accuracy of the actual
measuring instrument or procedure,
validity is concerned with the study's
success at measuring
what the researchers set out to measure.
Validity
 Depends on the Purpose of the measure
• E.g. a ruler may be a valid measuring device for
length, but isn’t very valid for measuring volume
 Measuring what ‘it’ is supposed to
 Must be inferred from evidence; cannot be
directly measured
Types of validity
 Face (content) validity—professional
agreement that variables cover range of
meanings included within the concept
• Items should be evaluated for their
presumed relevance
• Items should cover a range of ideas rather
than a single topic area
• Items should be evaluated in terms of the
abilities of the individuals under
investigation
Types of validity
 Construct validity—the degree to which
a measure relates to other variables, as
expected, within a given system of
theoretical relationships
• Satisfaction and Program Quality
 Predictive validity—extent to which a
measure predicts some future event
• Self-esteem and GPA
Examples of Factors that can lower Validity
 Unclear directions
 Difficult reading vocabulary and sentence
structure
 Ambiguity in statements
 Inadequate time limits
 Inappropriate level of difficulty
 Poorly constructed test items
 Test items inappropriate for the outcomes
being measured
Continued….
 Tests that are too short
 Improper arrangement of items (complex to
easy?)
 Identifiable patterns of answers
 Teaching
 Administration and scoring
 Students
 Nature of criterion

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