Validity, Reliability, and Accuracy
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 & 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.
According to Kubiszyn and Borich (2013), “The reliability of a test refers to the consistency with which it yields the same rank for individuals who take the test more than once” (p. 338). The indication here is that a student within a given class should rank in nearly the same place every time if the same exam is given to the same class.
According to Kubiszyn and Borich (2013), “No test measures perfectly, and many tests fail to measure as well as we would like them to” (p. 348). The key is to realize that there will almost be some level of error in an exam, but the teacher must work hard to minimize that error to the greatest degree possible.
Finally, there could be an error in scoring. This is particularly important to monitor if a human scores the exam. For this exam, the teacher can eliminate this error, to a great extent, by not scoring the exam when they are tired or in a rush. It is advisable to score an exam in batches, rather than all at once, to ensure that fatigue does no impact the marking of each response. ...Show more