VALIDITY AND RELIABILITY. Chapter Four. CHAPTER OBJECTIVES. Define validity and reliability Understand the purpose for needing valid and reliable measures Know the most utilized and important types of validity seen in special education assessment
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Criterion-related validity is usually
expressed as a correlation between
the test in question and the
criterion measure. The correlation
coefficient is referred to as a
The extent to which a
with the current
behavior of subjects
The extent to which a procedure allows accurate predictions about a subject’s future behavior
Whether the individual items of a test represent what you actually want to assess
The extent to which a test measures a theoretical construct or attribute.
Abstract concepts such as intelligence, self-concept, motivation, aggression and creativity that can be observed by some type of instrument.
The consistency of measurements
A RELIABLE TEST
Produces similar scores across various conditions and situations, including different evaluators and testing environments.
Suggests that subjects tend to obtain the same score when tested at different times.
Involves having two raters independently
observe and record specified behaviors,
such as hitting, crying, yelling, and getting
out of the seat, during the same time period
A specific behavior the observer is looking to record
Gives the margin or error that you should
expect in an individual test score because of
imperfect reliability of the test