So, what are the reliability concerns for classroom assessment? Nitko and Brookhart (2011) lay this out brilliantly in Chapter 4 of their book Educational Assessment of Students. That is, you cannot make valid inferences from a student’s test score unless the test is reliable. An important point to remember is that reliability is a necessary, but insufficient, condition for valid score-based inferences. Reliability is the degree to which students’ results remain consistent over time or over replications of an assessment procedure. Let’s address reliability concerns now (and return to validity in another post). What about when teachers build tests for the classroom? Should they be concerned about the same validity and reliability issues? Or are the concerns different for classroom assessment? When psychometricians build large scale tests for state departments of education, there’s a list of validity and reliability concerns that they need to address. They are what every psychometrician AND teacher need to know and understand. Reliability Concerns for Classroom Summative AssessmentĪs Jim Popham has so eloquently stated, “Validity and reliability are the meat and potatoes of the measurement game” (Popham, 2006, p.
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