## (solution) Reliability and Validity Worksheet Please review the attachemt

Reliability and Validity Worksheet

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Reliability and Validity Worksheet

PSYCH/655 Version 2 University of Phoenix Material

Reliability and Validity Worksheet

Instrument Reliability

A reliable instrument is one that is consistent in what it measures. If, for example, an individual scores

highly on the first administration of a test and if the test is reliable, he or she should score highly on a

Imagine that you are conducting a study for which you must develop a test in mathematics for 7th-grade

students. You develop a 30-point test and distribute it to a class of 12, 7th-grade students. You then

administer the test again one month later to the day. The scores of the students on the two

administrations of the test are listed below. Use Microsoft ® Excel® or IBM® SPSS® to create a scatterplot

with the provided scores, formatted as shown in the example graph. What observations can you make

about the reliability of this test? Explain. A

B

C

D

E

F

G

H

I

J

K

L 30-POINT TEST

17

22

25

12

7

28

27

8

21

24

27

21 30-POINT TEST

15_______________

18_______________

21_______________

15_______________

14_______________

27_______________

24_______________

5_______________

25_______________

21_______________

27_______________

PSYCH/655 Version 2 What Kind of Validity Evidence: Content-Related, Criterion-Related or Construct-Related?

A valid instrument is one that measures what it says it measures. Validity depends on the amount and

type of evidence there is to support one?s interpretations concerning data that has been collected. This

week, you discussed three kinds of evidence that can be collected regarding validity: content-related,

criterion-related, and construct-related evidence.

Each question below represents one of these three evidence types. In the space provided, write content if

the question refers to content-related evidence, criterion if the question related to criterion-related

evidence, and construct if the question refers to construct-related evidence of validity.

1. How strong is the relationship between the students? scores obtained using this instrument and

their teacher?s rating of their ability? 2. How adequately do the questions in the instrument represent that which is being measured? 3. Do the items that the instrument contains logically reflect that which is being measured? 4. Are there a variety of different types of evidence (test scores, teacher ratings, correlations, etc.)

that all measure this variable? 5. How well do the scores obtained using this instrument predict future performance? 6. Is the format of the instrument appropriate? Copyright © 2014 by University of Phoenix. All rights reserved. 2

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