Unit 3 Discussion 1
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Unit 3 Discussion 1
Internal consistency reliability coefficient = 0.92
The internal consistency reliability coefficient measures how inquiries are similar in formative
language and if applying a similar construct throughout the test would increase the chances of a
reliable testing method (Cohen, 2021). Yet, there is not a perfect examination that is in existence
and not every single exam is identical. As a professor, I can attest to the fact that each semester,
when I design examinations, while there are similarities, no test is the same even though we must
test on a similar curriculum. From a statistical standpoint, the closer the score is to a 1, the more
the test proves to be reliable. If the score is at least a 0.92, then the test has proven to be reliable
and nearly identical. However, it does not mean since the tests are similar that presenting the test
in the same method may prove beneficial to the students. In my line of work, students who have
disabilities may require different testing methods to succeed in the class.
Test-retest reliability coefficient = 0.50
The test-retest reliability coefficient is when the same test is presented to the same test taker
twice (Cohen, 2021). Time is an important factor when considering this test. Since each test is
never the same, then the amount of time taken for each test presents the fact of reliability. For
example, if a student takes a test and has a score below 0.50, the individual took less or about the
same amount of time to take the exam. However, if the student has a score of 0.50 and above,
this means the test took too much time. Therefore, the instructor might want to consider revising
the test. For students with disabilities, this factor, unfortunately, may be a hinderance or a
blessing. Some students do not do well, knowing a clock is ticking, like those with anxiety. Other
students may require more time due to focusing issues, like those with ADHD.
Alternate forms reliability coefficient = 0.82
The alternate forms reliability coefficient has different presentations of the test, but it is indeed
the same exact test (Cohen, 2021). A score of 0.82 or more would indicate that the tests are
similar in presentation to the test taker. This could be due to the surrounding environment, the
person who constructed the exam, or even the time of day. For example, if I gave a test to a
student with ADHD in a private room to take, the outcome might be different than in a course
room full of other students which could present as a distraction. A score of 0.82 or above
indicates the test is similar in presentation.
References
Cohen, R. J. (2021) Psychological Testing and Assessment (10
th
ed.)
https://bookshelf.vitalsource.com/books/9781264169207
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