Validity - Appropriateness Of The Instrument

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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. 2. Reliability - 137 – the extent of consistency, stability, and dependability of scores of the participants and/or rater. If using more than one grader, the graders should trained together and produce similar scores. 3. Equivalence – 138 – the connection or relationship of two forms of the same test given to the same group of participants and comparing the scores of two different administrators. In a classroom setting, giving the same students two forms of equivalent tests (with the same content and level of difficulty) to determine if the graders produce similar scores. 4. Norm-referenced – 148 – interpretations that compare the participants with other participants, who have taken the same test, who are a well-defined reference group. This reference group should have similar characteristics; such as, age and grade level. Their performance is then measured in a rank order that measures the participant’s ability to others. National standardized tests usually report national norms, so that the score is compared to students across the nation. McMillan, J. H. (2012). Educational research: Fundamentals for the consumer (6th ed.). Boston, MA: Pearson. 5. Criterion-referenced – 149 – interpretations that compare the participants with a
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