Reliability Of The Measurement Instrument Essay

If a Kendall’s coefficient of concordance of 0.70 is obtained, what type of data has been analyzed and what can be concluded about the reliability?

___IV. Practical Aspects - This book provides detailed descriptions on tests including specific data for purpose

The reliability of an instrument contributes to the level of usability for empirical research (Whiston, 2009). Further, it refers to the replicability andstability of a measurement and whether it will result in the same assessment in the same individuals when repeated (Frankfort-Nachmias & Nachmias, 2008). When determining the reliability of an assessment, a reliability coefficient of at least .80 indicates a trustworthy level of reliability (Trochim, 2006).

The authors state reliability and validity testing were not completed on the survey questions (Gordon et al., 2014, p.14), and include this as a

| Based on explicit knowledge and this can be easy and fast to capture and analyse.Results can be generalised to larger populationsCan be repeated – therefore good test re-test reliability and validityStatistical analyses and interpretation are

A percentage of results will be used to check accuracy via inputting means, standard deviations and minimum and maximum scoring of questionnaires, ensuring missing values are categorised correctly. Missing value analysis will be used to identify any trends and managed appropriately. If outliers are identified, transformation, alteration or deletion will commence. The skew and kurtosis will be tested for significance. Tests for homogeneity of variance will be performed and managed appropriately. Descriptive statistics will be obtained followed by between-subjects analyses e.g. ANOVA or MANOVA.

The interval validity reflects to what extent changes in a dependent variable are actually changed by an independent variable. The internal validity of this research will be enhanced by tightly controlling the entire experiment. This done by using small numbers of variables in a setting

The study tools were applied on the study sample after ensuring their validity and reliability, and these tools are :

High School students, is the future starting to become the main focus of the mind? Well, this is typical to all high school students. Even though there may be a few years left, the thought of life after high school and future careers become the main priority. With the thoughts of future careers comes the thoughts of what colleges are of interest and college admissions as well. College admissions are what seems to be the acceptance or denial factor of that particular college. Nowadays, the main admissions seem to be standardized tests including ACT, SAT, and etc. Basically, a book of questions determine one’s future, which is definitely not an effective measurement, in my opinion. The questions enclosed in the test books fail to even cover

It is, therefore, the responsibility of any or all assessors to obtain measures adhering to the highest level of reliability. These are located in the originally published empirical article(s), which are consistent with the American Psychological Association (APA) rules.

Validity - 131 – appropriateness of the interpretations of the instrument used in studies. The score of the verbal portion of the SAT, measures the student’s vocabulary. The same portion will not measure the student’s mathematical ability.

The basic analysis used for reliability analysis is to find the Cronbach Alpha (α) value. There may be a single α value for each item, or an α value for all questions. The α value obtained for all the questions indicates the total reliability of the questionnaire and is expected to be greater than 0.7, the lower α values indicate that the questionnaire has poor reliability, and α> 0.8 indicates that the questionnaire has high reliability. In our study, we calculate 0.846 which means that our items is "good" and reliable. After all, we found the overall score by collecting all items. See Appendix

Commonly identified are a) reliability - which indicates the tests ability to measure the construct of interest consistently and b) validity – indicating how well the test accurately measures the construct of interest.  Reliability can be further analyzed as Test-Retest Reliability, Internal Consistency, Intra-rater Reliability Inter-rater Reliability, while Validity can be analyzed as Face Validity Content Validity Criterion Validity. The validity of the following tests are established by the correlation of the results to other tests such as MMPI, and

High reliability has been established for the YCAT instrument. The internal consistency, or the degree to which the items correlate with one another, averaged above 0.85 (Blanco & Ray, 2011). The test-retest by the same examiner over a short-time interval was established at 0.98. Interrater reliability averaged at 0.98 (Hresko et al, 2000). The calculated Cronbach’s alpha for the study was 0.95 (Blanco & Ray, 2011).

No more long standardized academic test for public school students! Students and parents protest near public schools all over the country along with lawmakers. One parent stated “my children are not learning what they are supposed to learn school, they are only learning how to pass the test”. A unanimous student stated “I want to focus more on my curriculum at school, but like many other students I get anxious about scoring high on these tests so I only focus on the tests”. An angry teacher with 16 years of experience wants to be able to have more time to teach her students all the subjects so they can be prepared for college. She stated “I don’t like where the public school system is going, it seems that our organization pressure us for