Team 2: Cinthia Ceja, Gilmer Ruiz, Emmanuel Luna, Manuel Xool y Lorenzo Escalante

Reliability
Reliability is the degree to which an assessment tool produces stable and consistent results.
Reliability is synonymous with the consistency of assessment scores.

Reliability of assessment refers to the accuracy and precision of measurement; and

therefore also its reproducibility. When an assessment provides an accurate and precise
measurement of student learning, it will yield the same, consistent result regardless of when the
assessment occurs or who does the marking.

Scoring reliability

Scorer reliability refers to the consistency with which different people who score the same
test agree. A test can be reliable, meaning that the test-takers will get the same score no matter when or where
they take it.

The more similar the scores should have been, the more reliable the test is said to be

Scorer reliability generally refers to the consistency of scores that are assigned by two
independent administrator and scores that are assigned by the same administrator at different
points in time.

If the scoring of a tests is not reliable, then the results cannot be reliable either.

Reliability coefficient

Reliability coefficient allow us to compare the reliability of tests.

Reliability coefficient is a measure of the accuracy of a test or measuring instrument

obtained by measuring the same individuals twice and computing the correlation of the 2 sets of
measure.

Methods for reliability coefficient measurement:

o Test-retest method: get a group of subjects to take the same test twice.
o Alternate forms method: use two different forms of the same test.

The values for reliability coefficients range from 0 to 1.0. A coefficient of 0 means no
reliability and 1.0 means perfect reliability. Since all tests have some error, reliability coefficients
never reach 1.0. Generally, if the reliability of a standardized test is above .80, it is said to have very
good reliability; if it is below .50, it would not be considered a very reliable test.

The ideal coefficient is 1 which means that the test would give precisely the same results
regardless of when it was administrated. A coefficient of zero would give a set of results far away
from each other so doesn’t help to predict the second score.
 Team 2: Cinthia Ceja, Gilmer Ruiz, Emmanuel Luna, Manuel Xool y Lorenzo Escalante

Questions
1. What is reliability? Reliability is the degree to which an assessment tool produces
stable and consistent results.
2. What reliability coefficient allows us to do? They allow us to compare the
reliability of different tests.
3. What does scoring reliability refers to? Refers to the consistency with which
different people who score the same test agree.
4. What does the number 1 means in reliability coefficient? It means that the
test would give precisely the same results for a particular set of candidate regardless of
when it happened to be administrated.
5. What is test-retest method? To get a group of subjects to take the same test twice.

References
Centre of applied linguistics, C.A.L. (n.p). Understanding Assessment: A Guide For Foreign
Language Educators. Retrieved 4 February, 2016, from
http://www.cal.org/flad/tutorial/reliability/3andvalidity.html

Moskal, B.M., & Leydens, J.A. (2000). Scoring rubric development: Validity and reliability.
Practical Assessment, Research & Evaluation, 7(10). [Available online:
http://pareonline.net/getvn.asp?v=7&n=10].

Phelan. C. & Wren. J. (2005). Exploring Reliability In Academic Assesment. Retrieved 4 February,
2016, from https://www.uni.edu/chfasoa/reliabilityandvalidity.html
Griffit university. (n.p.). Principles for Good Assessment. Retrieved 4 February, 2016, from
http://app.griffith.edu.au/assessment-matters/docs/design-assessment/principles/reliable

Florida Center for Instructional Technology. (n.p.). Classroom Assessment. Retrieved 4

February, 2016, from http://fcit.usf.edu/assessment/basic/basicc.html

Arthur hughes. (1989). Reliability. In Cambridge university press (Ed), Testing for Language
Teachers (pp. 29-36). Great Britain: Cambridge University Press.