RELIABILITY IN LANGUAGE TESTING-TITIN'S GROUP
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This document discusses test reliability and the various methods used to measure reliability, including test-retest, parallel forms, split-half, and internal consistency. It provides details on each method and explains that reliability is a measure of how consistent the results are under consistent conditions. The goal of estimating reliability is to determine how much variability in scores is due to errors and how much is due to true differences in the people taking the test. Factors like the performance of candidates, reliability of scoring, number of items, characteristics of test-takers, and time between tests can all impact reliability.
RELIABILITY IN LANGUAGE TESTING-TITIN'S GROUP
- 1. LANGUAGE TESTING RELIABILITY GROUP5: TITINROHAYATI (A1B211013) ADE PERMATAS. (A1B211014)
- 2. RELIABILITY Reliability is the consistency of a measure. A measure is said to have a high reliability if it produces similar results under consistent conditions
- 3. THE RELIABILITY COEFFICIENT 1. TEST-RETEST 2. PARALLEL- FORM 3. SPLIT-HALF 4. INTERNAL CONSISTENCY 4 methods of estimating test reliability coefficient
- 4. 1. TEST-RETEST It directly assesses the degree to which test scores are consistent from one test administration to the next. 2. PARALLEL- FORM The key to this method is the development of alternate test forms that are equivalent in terms of content, response processes and statistical characteristics.
- 5. 3. SPLIT-HALF This method treats the two halves of a measure as alternate forms 4. INTERNAL CONSISTENCY It assesses the consistency of results across items within a test.
- 6. The goal of estimating reliability is to determine how much of the variability in test scores is due to standard errors of measurement and how much is due to variability in true scores Standard errors of measurement is used to estimate a band or interval within which a person’s true score would fall A true score is the replicable feature of the concept being measured.
- 7. HOW TO MAKE TESTS MORE RELIABLE The performance of candidates The reliability of the scoring Take enough samples of behaviour. Exclude items which do not discriminate well between weaker and stronger students. Don’t allow candidates too much freedom. Write unumbiguous items. Make candidates familiar with format & testing techniques, etc. Use items that permit scoring which is as objective as possible. Provide a detailed scoring key. Train scorers Agree acceptable responses and appropriate scores at outset of scoring. Identify candidates by number, not name. Employ multiple, independent scoring.
- 8. FACTORS THAT AFFECT THE RELIABILITY Administrator factors Number of items on the instrument The instrument taker Heterogeneity of the items Heterogeneity of the group members Leght of time between test and retest