Match the following: Characteristics of people taking the test, Characteristics of the test, Intended use of test scores, Method used to estimate reliability A. Test-retest, alternate forms, split-half, and internal consistency methods of estimating test reliability each imply slightly different definitions of true score and error. B. Internal consistency formulas for estimating reliability suggest that two factors affect the reliability coefficient: (the correlations between items and (2) the number of items. C. A first grade teacher trying to estimate individual differences in height of her students as they are seated at their desks, versus a high school teacher attempting the same task. D. Tests might have different levels of reliability for different purpo
Match the following: Characteristics of people taking the test, Characteristics of the test, Intended use of test scores, Method used to estimate reliability
A. Test-retest, alternate forms, split-half, and internal consistency methods of estimating test reliability each imply slightly different definitions of true score and error.
B. Internal consistency formulas for estimating reliability suggest that two factors affect the reliability coefficient: (the correlations between items and (2) the number of items.
C. A first grade teacher trying to estimate individual differences in height of her students as they are seated at their desks, versus a high school teacher attempting the same task.
D. Tests might have different levels of reliability for different purposes.
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