In addition, writing such an assessment up front will alleviate the potential for problems down the road. Students may, for example, become frustrated if an exam is perceived to be unfair. Much time may be spent after the exam with students questioning the very integrity of the assessment itself. In addition, if an exam does not properly test student comprehension about the given material, the teacher may reach a false assumption about the performance of the class, and thereby their own teaching as well. With these aims in mind, the intent of this paper is to examine the validity and reliability of the hypothetical business management exam given in the preceding two pages.
When considering whether or not a teacher should be concerned over the poor performance shown by their students on a particular exam, one should first look at the assessment itself (Kubiszyn and Borich, 2013, p. 326). Exams need to be valid before their results can really be accepted. Simply because the class, on average, received a failing grade on an exam does not, in itself, indicate that they did not comprehend the material. Upon analyzing the exam, the teacher may discover certain problems with the test that make it invalid in the first place. It could very well happen that the teacher re-writes a valid exam, gives it to the same set of students, and they all perform marvelously. For this reason, and others, the validity of any given assessment must be judged before any results on the part of the students are considered and recorded.
One way to begin testing the validity of an exam is to consider the grade level of the material. If the exam is given to third grade students, then the questions need to be at the third-grade level, not the fifth (Kubiszyn & Borich, 2013, p. 326). For this area, the hypothetical assessment on management provided in this paper is certainly valid. The material is geared for high