Study your flashcards anywhere!

Download the official Cram app for free >

  • Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key


Play button


Play button




Click to flip

11 Cards in this Set

  • Front
  • Back
standard 2.4
each method of quantifying the precision or consistency of scores should be described clearly and expressed in terms of statistics appropriate to the method. The sampling procedures used to select examinees for reliability analyses and descriptive statistics on these samples should be reported.
standard 2.5
A reliability coefficient or standard error of measurement based on one approach should not be interpreted as interchangeable with another derived by a different technique unless their implicit definitions of measurements error are equivalent.
standard 2.7
When subjects of items within a test are dictated by the test specifications and can be presumed to measure partially independent traits or abilities, reliability estimation procedures should recognize the multifactor character of the instrument.
standard 2.8
Test users should be informed about the degree to which rate of work may affect examinee performance.
standard 2.9
When a test is designed to reflect rate of work, reliability should be estimated by the alternate-form or test-retest approach, using separately timed administrations.
Standard 2.10
When subjective judgement enters into test scoring, evidence should be provided on both inter-rater consistancy in scoring and within-examinee consistency over repeated measurements. A clear distinction should be made among reliability data based on
1- independent panels of raters scoring the same performances
2- single panel scoring successive performances or new products, and
3- independent panels scoring successive performances or new products.
Standard 2.11
If there are generally accepted theoretical or emperical reasons for expecting that reliability coefficients, standard errors of measurements, or test information functions will differ substantially for various subpopulations, publishers should provide reliability data as soon as feasible for each major population for which the test is recommended.
Standard 2.12
If a test is proposed for use in several grades or over a range of chronological age groups and if separate norms are provided for each grade or each age group, reliability data should be provided for each age or grade population, not solely for all grades or ages combined.
Standard 2.13
If local scores are employed to apply general scoring rules and principles specified by the test developer, local reliability data should be gathered and reported by local authorities when adequate size samples are available.
Standard 2.17
When a test is available in both long and short versions, reliability data should be reported for scores on each version, preferable based on a independent administration of each.
standard 2.18
When a significant variations are permitted in test administration procesures, separate reliability analyses should be provided for scores produced under each major variation if adequate sample sizes are available.