EDLC 606 Discussion 3

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Liberty University *

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Industrial Engineering

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Apr 3, 2024

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Group Variability: This can easily impact the testing reliability by either inherent bias or measurement error. If test makers are not extensively trained or conscientious of their biases, then they may either make test prompts too easy or too hard for certain subgroups within a testing segment. If a test question is aimed towards one specific culture or race, it may not actually accurately reflect the knowledge known of the disproportionate group (Kubiszyn & Borich, 2015, p 126). The best way to limit this is to keep questions diverse in nature and by pilot testing new questions before including them in the official testing booklet. By doing this, it ensures that questions are not targeted to one particular demographic group and therefore gives all students the opportunity to showcase their knowledge. (Kubiszyn & Borich, 2015, pg 352.) Scoring Reliability: Scoring reliability holds extreme significance in the world of test design as it is one element of the verification process and helps to confirm the accuracy of the test's questions. Simply put, if the scoring is wrong, we as educators cannot tell if students have mastered the objectives for the learning segment in question! In order to mitigate the impacts of improper scoring reliability; it's important to have standardized scoring procedures, automate scoring when possible and, pilot test new questions. By having standardized scoring procedures, such as clearly defined answer keys, rubrics and guidelines, this allows for little room for subjective judgement on behalf of the scorer. Automated scoring takes away the human error of scoring and helps boost scoring reliability. The test length and type can also play a part in making sure the scoring is reliable. Additionally, pilot testing questions before administering them on high-stakes testing will help limit the scoring unreliability because it gives the test makers the opportunity to see correlation between poorly written test questions or questions that may negatively impact a certain demographic. Test Length: Test length can certainly impact scoring reliability both positively and negatively. A longer test provides more information as it is a more comprehensive assessment of a student's abilities since it provides a wider range of content covered. However at the same time a longer test may produce more testing anxiety, risk lack of motivation or fatigue in test takers. A shorter test is more limited in reliability as it's more of snapshot of content coverage. Putting a few things in place will help keep the score reliability valid. These things could be using computer adaptive testing (CAT), a variety of items, and having a test blue print in place. Computer adaptive testing helps the reliability as it provides "an in depth snapshots of student achievement and a measure of growth over time than are “one-size-fits-all” paper-and-pencil standardized tests." (Kubiszyn & Borich, 2015, pg 30). A longer test with a variety of items (true/false, multiple choice, short answer) tends to create a more well constructed test and decreases the chance of unreliability (Kubiszyn & Borich, 2015, pg 324). Lastly, a test blue print is paramount to helping keep the score reliability valid. Having a blue print in place allows a clear outline on what skills or abilities are being tested and therefore helps keep inappropriate questions or unclear items from making it into a test, thus increasing the validity of the score. Item Difficulty:

Item difficulty can impact scoring validity with either questions that are too easy or too difficult, thus not accurately measuring a student's performance and mastery of content. Managing item difficulty is the key to ensuring a test is well rounded. An item that is too difficult may unintentionally create a disadvantage for a subgroup and therefore upset the scoring validity of the test. To eliminate items that are too easy or too difficult, test makers can use computer adaptive testing, item analysis and a testing blue print should all be utilized. Computer adaptive testing helps eliminate items that are too easy or too difficult because it takes student answers and adapts based upon if the question was answered correctly or not. Item analysis is also key in designing item difficulty as items that are too difficult or too easy should be revised and removed. Lastly, as mentioned above, a testing blueprint helps because it outlines the content that should be measured within the test. The biblical principle I would like to use for scoring validity is perseverance. Creating, piloting, and scoring a test is extremely difficult and a serious endeavor. It takes a lot of work from many parties to ensure that a test is fair, accurate and non-discriminatory. Test design is something that will never be perfect, so perseverance and patience are extremely important. Reference: Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and Practice (11th ed.). J. Wiley & So

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