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Reliability in Testing

Reliability in Testing. Is the test or assessment tool consistent and dependable? Student-related reliability Rater reliability Test administration reliability Test reliability (Brown, 2004, 20-22). Student-related reliability. Give students consistent materials/time for test preparation

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Reliability in Testing

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  1. Reliability in Testing Is the test or assessment tool consistent and dependable? • Student-related reliability • Rater reliability • Test administration reliability • Test reliability (Brown, 2004, 20-22)

  2. Student-related reliability • Give students consistent materials/time for test preparation • Plenty of time for studying • Consistent test time/conditions (always on Wednesdays)

  3. Rater reliability • For subjective scoring in high stakes tests: • Have more than one rater • Use rubric and have traning/norming sessions • Have outside periodic oversight • Keep tests anonymous • For low stakes tests (quizzes): • Use rubric • Read through all tests before rating

  4. Test administration reliability • Consistent rules for all classes/teachers: • Dictionary use • Notes/books • Strict time limits

  5. How to measure test reliability? • One way is through test-retest method: • The same group of students takes the same test twice. (drawback- motivation and washback) • What else could we do to test whether the same students (or very similar students) score the same on the same test twice?

  6. Split half method • Have the test split into two halves, equal in tasks and difficulty. • Then measure the scores for each half • This is a good way to look at reliability, but it requires that the split tests are really equal

  7. Split half method – Your task • What can you tell about the reliability for the following split sections on my test?

  8. Checklist for Reliability (1) • Have many independent items • Delete items that do not discriminate between weaker/stronger students • Limit choices – restrict student responses • Keep items clear and unambiguous • Provide clear instructions and examples • Keep type large enough and cleanly copied

  9. Checklist for Reliability (2) • Provide practice with testing format • Keep administration uniform • Have clear answers for all items (as possible) • Provide detailed answer key • Train raters as necessary • Determine acceptable responses before scoring starts • Keep test-takers anonymous John Bunting (2004) presentation in the Course: Testing, Assessment and Teaching- A program for EFL Teachers at UABC. Facultad de Idiomas, UABC

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