Explain What Is Meant By The Terms Validity And Reliability And Why Are These So Important In Assessment

When multiple people are given assessments of some kind or are the subjects of some test, then similar people under the same circumstances should lead to scores that are similar or duplicates ("Types Of Reliability", 2011). This is the idea of inter-rater reliability. Another mode of reliability is the administration of the same test among different participants and expecting the same or similar results ("Types Of Reliability", 2011). This is known as Test-retest reliability. This method of measurement might be used to make determinations about the effectiveness of a school exam or personality test ("Types Of Reliability", 2011). Surveys and other methods of research present the appropriate avenues for data collection.

To apply these concepts to social research, we want to use measurement tools that are both reliable and valid. We want questions that yield consistent responses when asked multiple times - this is reliability. Similarly, we want questions that get accurate responses from respondents - this is validity.

Validity and reliability are the important aspects in any research. The thorough attention to these two important aspects can make all the difference between good research and poor research (Brink, 1993). According to the same researcher, the validity and reliability of a research can assist in ensuring the findings can be accepted as credible and trustworthy by associated scientists. Le Comple’s and Goetz’s study (as cited in Brink, 2003), claimed that the term validity is the concern about the accuracy and truthfulness of scientific findings. Validity in qualitative research is about the “appropriateness” of the tools used, processes and data and basically everything that is used in the research is appropriate (Leung, 2015).

Reliability is the measure of score stability. The higher the reliability rating is for a study the smaller the amount of errors in the participant scores. There are many areas that are associated with measurement errors; such as, participants guessing

Validity and reliability are two structural fundamental tools in determining the accuracy and purposeful measurement of subject in question. According to Boswell & Cannon 2014, reliability and accuracy are not a determination of validity but are a part of validity’s purposeful measurement. Validity is categorized as logical or statistical and is used to understand or compare subject being measured. For this study, testing was done prior and post simulation and debriefing interventions measuring knowledge and self-confidence of cardiac step-down nurses.

Thomas and Christiansen (2011) contribute the chapter, “Measurement Theory in Research” to Understanding Research in Clinical and Counseling Psychology, in order to highlight the importance of reliability, validity, and choosing outcome measures in psychological research (Thomas & Hersen, 2011). Concepts addressed by the authors, such as reliability and validity, are fundamental and the basis of empirically sound research. In each of the sections addressed, the authors describe constructs within the theories to support each of the concepts and use analogies to drive home the particular point. As the lessons are expressed, examples of how the measures are applied, as well as why the application of sound methodological practices are of such importance to research. Additionally, Thomas and Christensen (2011) express the limitations of each construct and methods for minimizing error. This chapter addresses many of the basic issues researchers face when attempting to apply empirical measurement standards in studies. Furthermore, the authors approach to delivering methodological guidance to researchers regarding reliability and validity is scholarly and informative in describing the necessary methods required for empirical standards in research.

On the other hand, the types of validity include content validity, criterion validity and construct validity (Litwin, 1995). The assessment of these forms of reliability and validity determines the quality of the data that our tools will collect and hence affects how reliable and valid the research will be.

Validity refers to whether or not the test is measuring what it purports to measure. There are many things which can influence a test’s validity, such as: how the content relates to the construct being measured; rater response processes, item relationships within the scales; as well as external variables (Cohen & Swerdlik, 2009). Validity includes measurements of criterion related validity which encompasses both predictive validity and concurrent validity. These serve to show validity in the area of prediction (Cohen & Swerdlik, 2009). Further, convergent validity is utilized to establish a relational validity when more than two assessments are used through showing a convergence which proves each is measuring the same construct (Cohen & Swerdlik, 2009).

The difference between validity and reliability is that validity is the fidelity of the results an assessment produces where reliability is the ability to give consistent results. In terms of assessment, validity is where the results provide an accurate representation of the level of student achievement from learning targets that was predetermined. While validity looks at how the results can be used

Research process involves several steps and each step depends on the preceding steps. If step is missing or inaccurate, then the succeeding steps will fail. When developing research plan, always be aware that this principles critically affects the progress. One of critical aspects of evaluation and appraisal of reported research is to consider the quality of the research instrument. According to Parahoo (2006), in quantitative studies reliability and validity are two of the most important concept used by researcher to evaluate the quality of the study that is carried out. Reliability and validity in research refer specifically to the measurement of data as they will be used to answer the research question. In most

It is a kind of assessment that helps teachers determine new students’ prior knowledge, skills, and needs. Using results from this kind of assessment enables teachers to determine where and how to begin instruction as well as the targeted skills those students need to master. In the Middle East, schools call that assessment ‘’ a placement test’’ determining if a new student is to be accepted in the school or not.

The scores from any source can be reliable as the authority or sincerity towards responses is expected. Validity is of different type’s criterion, and the content validity. Face validity is often calculated and verified for instruments by teachers and it validates the nature of instruments but it doesn’t ensure the validity of all types.

Measures should have both reliability and validity. Describe the difference between reliability and validity and explain why they are important concepts when performing an evaluation.

Parallel forms reliability is a type of measure of reliability that you can get by doing different types of assessment. They must both have same construct and knowledge system with the same group of people. You must make two parallel forms and create a questionnaire that will have the same system and by random divide the questionnaire into two different sets. Between the two parallel forms whatever correlation is recognized is the reliability. This can be very like split-half reliability. The biggest difference between parallel form reliability and split-half reliability is the way the two are constructed. Parallel forms are done so that both forms are independent of one another and are of equivalent measure. With split-half reliability the whole sample of all the people are calculated and the total score for each randomly divide half.

A review of previous research helped to understand what is studied about employee loyalty and the various measures of employee loyalty. For this research study, four main constructs were derived from the theoretical concepts and empirical findings on the topic related to employee loyalty. These four main constructs were job satisfaction, work culture, voluntary turnover and employee loyalty. Among these, the job satisfaction construct is quite complex to understand as it is a function of six interrelated components like supervisor support, coworker support, career development opportunities, pay, intellectual stimulation, rewards and recognition. Each of these sub components is measured independently for their influence on employee loyalty.