Why validity implies reliability but not the

reverse?
Answers

I've been really frustrated about how difficult this question was for awhile XD...

So what I think... Is that, on occasions, validity rather subsists as reliable than indirectly
suggests it--"implying" it. Subsisting meaning: maintaining or supporting oneself
minimally, that if the validity here weren't true, then reliability wouldn't exist for it either.
Because the circumstance I believe the validity you're speaking of, is proof? Proving
something to someone? As validity is often resorted to in being clear, logical, and
convincing of something--cogent. So... Validity at times can exist as reliable, but
reliability cannot exist as valid because... Well, I'm guessing because merely depending
on something cannot prove to someone or of another object, true--valid(in a non-literal
circumstance ofcourse).
I hope that what I've said isn't ALL nonsense, but I hope I've somewhat helped.
Interesting question by the way.

Have you ever been in the middle of an assessment and thought, 'This question is unfair!' or 'This
exam covers material I have never seen before!' If so, the assessment probably did not possess
the qualities that make an assessment effective. This lesson will introduce you to the qualities of
good assessments: reliability, standardization, validity, and practicality.

4 Qualities of Good Assessments

'Ugh! I am so frustrated! That was the worst test I have ever had!'

'I know! I probably knew only half the answers at most, and it was like the test had material from
some other book, not the one we were supposed to study!'

'And what was with that loud hammering during the test? Couldn't the repair men have waited
until after school to repair the roof?!'

'Yeah, all of that coupled with the fact that I was starving during the test ensures that I'll get a
failing grade for sure.'
This was definitely not a good assessment. A good assessment is supposed to show what we
have truly learned. There are four qualities of good assessments. Educators should ensure these
qualities are met before assessing students. They are:

Reliability
Standardization
Validity
Practicality

Reliability
Reliability is defined as the extent to which an assessment yields consistent information about
the knowledge, skills, or abilities being assessed. An assessment is considered reliable if the
same results are yielded each time the test is administered.

For example, if we took a test in History today to assess our understanding of World War I and
then took another test on World War I next week, we would expect to see similar scores on both
tests. This would indicate the assessment was reliable. Reliability in an assessment is important
because assessments provide information about student achievement and progress.

There are many conditions that may impact reliability. They include: day-to-day changes in the
student, such as energy level, motivation, emotional stress, and even hunger; the physical
environment, which includes classroom temperature, outside noises, and distractions;
administration of the assessment, which includes changes in test instructions and differences in
how the teacher responds to questions about the test; and subjectivity of the test scorer.

Standardization
Another quality of a good assessment is standardization. We take many standardized tests in
school that are for state or national assessments, but standardization is a good quality to have in
classroom assessments as well. Standardization refers to the extent to which the assessment and
procedures of administering the assessment are similar, and the assessment is scored similarly for
each student.

Standardized assessments have several qualities that make them unique and standard. First, all
students taking the particular assessment are given the same instructions and time limit. Second,
the assessments contain the same or very similar questions. And third, the assessments are
scored, or evaluated, with the same criteria.

Standardization in classroom assessments is beneficial for several reasons. First, standardization

reduces the error in scoring, especially when the error is due to subjectivity by the scorer.
Second, the more attempts to make the assessment standardized, the higher the reliability will be
for that assessment. And finally, the assessment is more equitable as students are assessed under
similar conditions.
Validity
The third quality of a good assessment is validity. Validity refers to the accuracy of the
assessment. Specifically, validity addresses the question of: Does the assessment accurately
measure what it is intended to measure.

What are the arguments against standardized

testing in public schools?

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4 Answers

Timo Slinger, Msc Educational Science, Bsc Teacher Education in Physical Education
Answered Feb 21

Standardized tests are fair so I dont see any arguments against them!
 The term standardized test is incorrectly used by people to mean all sorts of things:
multiple-choice tests, tests designed by commercial firms, a high-stakes test, and so forth.

A standardized test is a uniform test. It means that all examinees face the same tasks,
administered in the same way and scored in the same manner. Now thats a fair test.

This doesnt mean the usage of standardized tests is problematic, or not problematic. Just
that this doesnt have anything to do with the standardization of the test!

Hope this answers your question.

Oh, and definitely check out Measuring Up by Daniel Koretz - its a great book about tests
and testing in education. And you seem to be interested in the topic of testing in education!
188 Views 1 Upvote

Related QuestionsMore Answers Below

What are the arguments in favor of standardized testing?

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John Chang, if there's reincarnation, he plans to spend his other nine lives just as curious
Answered Mar 6, 2015

I'm going to write a short answer (since I'm on mobile) and then link some of my other
comments & related links.

From my own perspective the bottomline is that there are many more things to nurture in
our children than their ability to pass standardized tests. Because just as there are many
more skills needed and talents that we value as a society than any test can capture, it just
doesn't make sense to rely so much on these arbitary measures of "achievement."

I feel fortunate that I somehow managed to escape the heavy reliance on standardized tests.
When I went through grade school, they were starting to use these more.

Somehow I got filtered into a "Gifted & Talented" program. Instead of standard A, B, C
grades, we were given Outstanding, Satisfactory or Unsatisfactory.
But more importantly we were encouraged to learn collaboratively and to explore topics that
interested us within some guidelines.

In other words imagine the difference between penned animals and free range chickens!

Writing this now, I realize that those couple of years made a bigger difference in helping me
start lifelong learning and curiousity than any other experience in my life.

190 Views 1 Upvote

Darlene Rea, Self Employed at Beautiful Blessings (2001-present)

Answered Feb 5

I have many, however I feel Einstein said it best: Everyone is a genius, but if you judge a
fish by its ability to climb a ladder, it will spend its entire life believing that it is stupid.

That may not be verbatim quote, it was from memory. I believe it though. I believe we all
have gifts and are great, excellent, and love what we do if we find and use these gifts. If we
go after money and try to be something we are not, we find misery.
37 Views

Burt Ridgeway, works at Retirement

Answered Apr 30, 2015

I just came upon this question from the newspaper, and looked it up. To me standardized
tests are the only way to determine if students had learned the subject, and where to guide
each one; I had trouble imagining what could be wrong with it, until the thought occurred to
me that teachers and administrators would like it if there were no way to measure their
work.
On my planet, student growth is measured by their test scores, and that is final. Perhaps the
complaint should be aimed, not at standardized testing, but the way the schools design it
and grade.
I get the impression that no other considerations than test scores, are used to move
students along. But without standard tests, how else would you measure growth in the
subject?
As for the different cultures, there is nothing wrong with schools for different cultures. Is
there? The ideal on Earth that all people are equal is ridiculously overdone in America.
 Let alone the fact that teachers are organized and more powerful than the people, which is
outlawed on my planet; (Trade unions.)

80 Views

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nswers take home exam

Best Answer: Since they are open book you don't to memorize countless facts, formulas, etc -
however that does NOT mean it will be easier. In many cases, it will be more challenging
because the test will be testing your interpretation and application of the information.

For example, a traditional in-class exam may have a question that asks, "Who discovered
America?"

An open-book test would ask you something like, "Explain in your own words the 3 key factors
that influenced Columbus to sail West"
Or, if the subject were more technical/mathematical in nature, it might ask -- "We learned 4
common ways to solve quadratic equations. Explain 2 of the 4, and then use both methods to
solve the problem below"

I think Open Book is the best way to go personally. Its pointless to spend hours memorizing and
memorizing because we live in the information age. In the 'olden days' if you didn't memorize
something, it was very difficult for you to find out the answer, so memorization made more
sense then.

Coaching is an essential component of an effective professional development program.

Coaching can build will, skill, knowledge, and capacity because it can go where no other
professional development has gone before: into the intellect, behaviors, practices, beliefs,
values, and feelings of an educator. Coaching creates a relationship in which a client feels
cared for and is therefore able to access and implement new knowledge. A coach can foster
conditions in which deep reflection and learning can take place, where a teacher can take risks
to change her practice, where powerful conversations can take place and where growth is
recognized and celebrated. Finally, a coach holds a space where healing can take place and
where resilient, joyful communities can be built.

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MOUNT HOLYOKE COLLEGE-OFFICE OF THE REGISTRAR
How to Calculate the Cumulative Grade Point Average (GPA)
Semester and cumulative grade point averages appear on each student semester grade
report and on the
permanent academic record (transcript). The information given below illustrates how
the GPA was
calculated and may be applied in the same way to calculate the GPA in the major or
for other purposes.
To figure the GPA, the numerical value of each grade (see tables below) is multiplied
times the number
of credits for each course in which a letter grade is received.
Courses taken under the ungraded option and satisfactorily completed physical
education