Validity:<\/strong><\/p>\n

\n
• Represents the degree to which the observed scores from a test actually represent the attribute or construct of interest<\/li>\n
• Reliability doesn\u2019t guarantee validity, but without reliability you have no hope of validity<\/li>\n<\/ul>\n

  Alternate forms reliability:<\/strong><\/p>\n

  \n
  • Similar to parallel tests, argues that it is effectively impossible in practice as:\n
    \n
    • We can never be sure the true scores associated with the two tests are in fact measuring the same construct<\/li>\n
    • The two tests are not based on the same items<\/li>\n<\/ul>\n<\/li>\n
    • The only way alternate forms reliability would truly work is if people\u2019s memories were erased after completing the first test<\/li>\n<\/ul>\n

      Carry-over effects:<\/strong><\/p>\n

      \n
      • Different responses on different tests result due to external effects e.g. changes in selfconfidence, illness<\/li>\n<\/ul>\n

        Test- retest reliability:<\/strong><\/p>\n

        \n
        • Next best option is to create only one test, but administer it on two different occasions<\/li>\n
        • In this case, the same exact items are presented on both occasions, so the true score should represent the same construct<\/li>\n
        • Unsure of the true score variance<\/li>\n
        • Expect the construct of interest to be stable (e.g. intelligence)<\/li>\n
        • Some constructs in psychology are relatively stable, and differences between time 1 and time<\/li>\n<\/ul>\n

          2 are due to measurement error o Despite being stable, carry over effects may result as some people may improve more than others<\/p>\n

          Equal error variances:<\/strong><\/p>\n

          \n
          • Assumption is tough to meet, but not totally impossible<\/li>\n
          • Assume error is equal between times 1- time 2.<\/li>\n<\/ul>\n

            Test-retest interval:<\/strong><\/p>\n

             <\/p>\n

            All other things being equal, the magnitude of the interval between the two testing sessions will affect the magnitude of the correlation between the scores<\/p>\n

            \n
            • g. greater differences between testing an 18 yo and again 40 years later, rather than testing them the next day.<\/li>\n
            • Developmental changes need to be considered, particularly in children<\/li>\n<\/ul>\n

              Internal-consistency reliability:<\/strong><\/p>\n

              \n
              • Internal consistency offers a practical alternative to the alternative forms procedure and the test-retest procedure<\/li>\n
              • The internal consistency reliability procedure requires respondents to complete one form of the test<\/li>\n
              • It only needs to be completed on one occasion<\/li>\n
              • The \u2018trick\u2019 is to treat different parts or items within the same test as different forms of the test<\/li>\n
              • There are two fundamental factors that affect internal consistency reliability:\n
                \n
                • The degree of consistency between parts\/items in the test<\/li>\n
                • The length of the test (all other things being equal a longer test will yield more reliable results)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                  Cronbach\u2019s Alpha:<\/strong><\/p>\n

                  \n
                  • Represents the reliability of all possible split-halves<\/li>\n
                  • Instead of splitting up the test into two halves, calculate the correlation between all of the items<\/li>\n
                  • Each individual item was a portion (\u2018half\u2019) of the test<\/li>\n
                  • Represents the ratio of true score variance to total variance, which is how reliability has been defined at the theoretical level<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

                    Validity: Represents the degree to which the observed scores from a test actually represent the attribute or construct of interest Reliability doesn\u2019t guarantee validity, but without reliability you have… Continue Reading Reliability and empirical estimates<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[107],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4278"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4278"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4278\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4278"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4278"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4278"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}