The Importance Of Inter-Rater Reliability

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

As for the written question and the case study, although I believe they are strong methods of assessment, as they allow the assessor to evaluate the learner’s knowledge. I also think that sometimes learners may take advantage of being distant and cheat. I believe that these methods of assessments should be carried out whilst the assessor is watching via Skype.

Students are not taught important and necessary life skills when they are preparing for a test. They study the material so that they can be informed to regurgitate the material on paper for the purpose of passing a test. Test taking students are not encouraged to think outside the box because their answer might be incorrect.

There may be a variety of reasons why pupils are not able to achieve. This may be caused by;

     There are different factors which affect one’s test score. Someone may get nervous when taking a test, causing him or her to score a lower grade, while on the other hand, someone who feels confident about the test will most likely achieve a higher grade. Also, someone may be better at memorizing, resulting in him or her answering more questions than those who are not capable to memorize things and therefore, not knowing the answers.

Students who feel that they will not do well on the test lose interest in school and begin to become frustrated ,students can experience anxiety and children with learning disabilities are treated

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

It was found that the more a student attempted a quiz, that higher the student’s grade on the quiz became. There are several reasons that take credit for this. The first reason is that taking a quiz for the first time gives a student a better idea of the material that the quiz covers, so if a student attempts the quiz again he/she will be more prepared. The second reason is

Many other factors are taking place during the test, many students suffer from a high amount of anxiety on the test day. Which prevents them from using primary thinking skills.

Inter-rater reliability is to what extent do two or more informants agree with what they have observed. It is extremely important when doing researches since it can weaken the accuracy of the result. If there are a lot of disagreement between different informants, the findings then will not be considered as the correct representation of the variables measured. Inter-rater reliability is also essential when clinicians are making a diagnosis. There could be some unavoidable biases from the clinicians while interviewing the patients; thereby, there might be false interpretation towards the severity of symptoms.

the quality of learning rather than someone’s memory or ability to write prose. Reliable assessments will be replicable, with consistent methods and criteria that will yield the same results on re-test and similar results with a different group of trainees. Validity and reliability should guarantee a degree of fairness, but we also need to ensure all trainees have an equal chance of getting the best results by providing alternative materials or formats, extra time and so on where needed.

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.

With the high pressure placed on students to meet the standards of the tests, there may be outside forces that hinder the student’s ability to perform high on one of these tests. The US Department of Education argues: "Although testing may be stressful for some students, testing is a normal and expected way of assessing what students have learned” (Testing: Frequently Asked Questions). However, this type of testing has only become normal because students are expected to participate in such tests. Students have grown accustomed to routinely assessments.

classes their academic performance is usually affected. As a matter of fact, it is difficult for

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.