Module Five -- Reliability
Learning Objectives 
       Given a list of definitions, select the one for reliability  

       Given a list of factors, select those that affect reliability  

       Given a list of purposes, select the most appropriate method of estimating reliability  

       Given an estimate of reliability, interpret that estimate of reliability

 
 
 
Overview of Module 5 Notes 
    Assessment and Reliability: An Overview 

    Sources of Measurement Error 

    Characteristics of Reliability 

    Methods of Calculating Relaibility  
     

 
On-line Activities 
 
       "Is it Reliable?" 

    Given the list below of methods of increasing reliability, as a group please answer  A and B:  
     

      1. Make content homogeneous 
      2. Create a larger spread of test scores 
      3. Make scoring procedures as objective as possible 
      4. Shorten the time span between readministrations of the same test (less than 10 days) 
      5. Create items that vary in difficulty  
      6. Create a class that is heterogeneous in terms of ability 
      7. Create a large number of quality items 
     
     
      A. Which of the seven methods of increasing reliability REALLY does a classroom teacher have control over? 
     
        Please e-mail your group's answers to the instructor at chewittg@fgcu.edu on or before March 15 at 5:00 p.m.  
       
     
      B. Which of the seven methods of estimating reliability is most likely used by: 
      a. Test publishers 
      b. Teachers 

        Please e-mail your group's answers to the instructor at chewittg@fgcu.edu on or before March 15 at 5:00 p.m.  
       


 
      "Easy or Not, What is the Question?" 

    As a group, calculate the reliability estimate given the following information: 

 
 
 
 
 
 
Test 
Questions
 
Student
1
2
3
4
5
6
7
8
9
10
A
0
1
0
1
1
1
0
1
1
1
B
1
0
1
1
1
1
0
0
0
1
C
1
1
1
0
1
1
0
1
0
0
D
0
1
1
1
0
1
0
1
0
0
E
1
1
0
1
1
1
1
1
1
1
F
1
1
1
0
1
1
0
0
1
1
G
0
0
0
0
1
0
0
0
0
0
H
1
1
1
1
0
1
0
1
1
1
I
1
1
1
0
1
1
1
1
0
1
J
0
1
0
1
1
1
0
1
0
1
 
      1. What was the easiest question(s)? 

      2. What was the hardest question(s)? 

      3. What is your estimated reliability? 

      4. Is your reliability estimate within the acceptable range? 

      5. What would be your next step? 

      NOTE: The use of a calculator and squared or graph paper will make this task much easier. 

        Please e-mail your answers for your group to the instructor at chewittg@fgcu.edu on or before March 15 at 5:00 p.m. 
 
Readings 
 
     
    Chapter 4  Reliability and other desired characteristics 

    from Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill. 

 
 
 
 
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