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Module Overview12.html

Reliability and Validity

Two of the most important concepts when it comes to understanding the effectiveness of tests are reliability and validity, which you have learned about in previous courses. Researchers who develop tests must consider both of these when creating an evidence-based assessment. Plainly speaking, reliability refers to the consistency of a test. To illustrate this, we might think of a scale. Someone would expect a scale to provide them with a similar measurement throughout the day. Similarly, a reliable test will yield similar and consistent results. For example, someone may utilize a Beck Anxiety Inventory to assess levels of anxiety throughout the day, similar to the use of a scale to monitor weight. In this module, you will take a closer look at this concept and learn to differentiate between internal and external reliability.

While reliability refers to consistency of a test, validity refers to the extent that the test is actually measuring what it is meant to test. For example, an IQ test should have questions that measure intelligence. Similar to reliability, there are also two types of validity: internal and external, which you will also learn to differentiate between this week.

In this week’s learning module, you will have the opportunity to discuss reliability and validity in terms of ethical implications. You will also take a short quiz that will allow you to focus in on some of the more important concepts related to validity and reliability. Understanding these concepts is vital to your clinical work. They will help you to understand why someone might choose to use one specific test or assessment over another.

Reading and Resources2.html

Required Resources

The following is a list of resources that will help you complete the activities in this module. Below each resource are a few guiding questions to consider as you read and review. You do not need to record or submit your answers to these questions.

Textbook:  Psychological Testing and Assessment, Chapters 5 and 6 As you read, think about the following

Chapter 5

• How do you define reliability?
• How do you differentiate between measurement error, random error, and systemic error?
• Can you differentiate between parallel-forms and alternate-forms reliability estimates?
• What is inter-scorer reliability?
• What does a coefficient of reliability give us?
• Compare speed tests to power tests.
• What is item response theory?

Chapter 6

• What is validity?
• Can you compare content validity, criterion-related validity, and construct validity?
• Compare face validity to content validity.
• What are some types of test bias?
• What is test fairness?

A Primer on the Validity of Assessment Instruments This article discusses how reliability and validity are utilized to construct assessment instruments. The article also discusses how these two concepts are measured. You can use this resource to help with the Module Three discussion assignment.

No Negative Flynn Effect in France: Why Variations of Intelligence Should Not Be Assessed Using Tests Based on Cultural Knowledge Intelligence tests have faced criticism for incorporating cultural bias in their structure and results. This article provides a case study.

Additional Support (Optional)

Do Adjusted Subscores Lack Validity? Don’t Blame the Messenger This article explains that there are techniques that increase subscores by borrowing information from other parts of the test, and that these techniques are criticized due to validity.

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric

Criteria	Exemplary	Proficient	Needs Improvement	Not Evident	Value
Comprehension	Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)	Develops an initial post with a point of view or idea using appropriate detail (90%)	Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%)	Does not develop an initial post with an organized point of view or idea (0%)	20
Timeliness	N/A	Submits initial post on time (100%)	Submits initial post one day late (70%)	Submits initial post two or more days late (0%)	10
Engagement	Provides relevant and meaningful response posts with clarifying explanation and detail (100%)	Provides relevant response posts with some explanation and detail (90%)	Provides somewhat relevant response posts with some explanation and detail (70%)	Provides response posts that are generic with little explanation or detail (0%)	20
Critical Thinking	Draws insightful conclusions that are thoroughly defended with evidence and examples (100%)	Draws informed conclusions that are justified with evidence (90%)	Draws logical conclusions (70%)	Does not draw logical conclusions (0%)	30
Writing (Mechanics)	Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)	Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%)	Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%)	Initial post and responses are not understandable and do not use proper citation methods where applicable (0%)	20
Total:	100%