EDUC 606 Discussion IV.docx - Donald G Rush March 2 2017...

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Donald G. Rush March 2, 2017 EDUC 606 Lester Discussion 4 Group variability, scoring reliability, test length and item difficulty all affect test score reliability; discuss how each of these variables impact test design and how you might mitigate those impacts. In your replies, address if you agree or disagree with your colleagues’ analysis? What other suggestions might you offer to mitigate impacts of these variables on test design? Group variability, scoring reliability, test length and item difficulty all affect test score reliability. Each of these components play a significant role in the design of quality assessments. These elements are crucial when educators develop purposeful, efficient, and effective tests. Group Variability: Group variability defines what a test has been created to assess students in. According to Kubiszyn and Borich, group variability affects the size for the reliability coefficient. Higher coefficients result from heterogenous groups than homogenous groups (p. 323). In general, the more heterogeneous the group of students who take the test, the more reliable the measure will be. Scoring Reliability Scoring reliability limits test score reliability. If tests are score unreliably, error is introduced that will limit the reliability of test scores (Korbiszyn & Borich, 2016). The reliability in test scores begins to decrease as the test becomes too easy or difficult for the test taker. When tests are too easy, the students do not have to utilize critical thinking skills to arrive at the correct
response. In the same token, when tests are too difficult, students become more comfortable with

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