Describe at least two ways in which you can measure the reliability of the test items that you devised

Describe at least two ways in which you can measure the reliability of the test items that you devised. These should be appropriate to the test items that you have written based on your test blueprint. In order to administer the tests that I have developed for the nursing curriculum, it is essential that the test items are reliable. According to Measured Progress (2013), “the reliability of a test is its ability to produce authentic results.” When tests are deemed reliable, it means that the quality of test is superior and it is also consistent throughout the test. Different measuring methods are used for different tests. For example, multiple-choice questions and dissertation questions can both have different measurement methods as it was discovered that, to measure the reliability of dissertation questions, it requires more time and more determination.Therefore, to measure the reliability of multiple-choice questions, it is advised to use the Kuder-Richardson, the split-half, or the alpha coefficient. “The Kuder-Richardson formula calculates a reliability coefficient based on the number of test items, the proportion of the responses to an item that are correct, the proportion of responses that are incorrect, and the variance (Retrieved from http://chemed.chem.purdue.edu/chemed/stats.html). As for the split-half method, it “assesses the internal consistency of a test and questionnaires” by measuring “the extent to which all parts of the test contribute equally to what is being measured” (Retrieved from www.simplypsychology.org/reliability.html). Lastly, the alpha coefficient is a test reliability that is commonly used for tests on which scores are developed by adding the scores of several test items (Miller, 1995). With the availability of different reliability measurements available, ensuring that the multiple-choice section of the test items are reliable is crucial and inevitable.Additionally, an analytic rubric is suggested to be used when it comes to measuring the reliability of dissertation questions by comparing the questions to the rubric, allowing to ensure that the required information are present and mentioned (Measured Progress, 2013).Analyze two measures that can be used to estimate the validity of your test items based on your test blueprint. There are several measurements that are used to evaluate test validity and a couple that can be used for the blueprint test are the content validity and criterion validity. In more details, the content validity is used to show the close relation between the test items and the lessons taught in class. The content validity allows for the educator to show that the standards being taught in class are being retained by the students and they do understand what is being taught. As for criterion validity, it is used to show the close relations between the exam scores and the standard itself (South University, 2015). It is important for the test items to reflect what the standards are requiring for that class or that period of that class. Those two validity measurements are important to the test items of the blueprint as it important for the items to be valid. The test items validity will show that the curriculum is being followed and the educators are teaching the content successfully.Examine at least four threats to reliability and validity specific to your test items based on your test blueprint. Some factors can be considered as threats to reliability and validity to my test items based on my test blueprint. Those factors are the number of students who actually take the test compared to those who are attending the classes, the level of difficulty of each test item, and the time permitted to take the test. Additionally, one factor that is important and crucial and may be considered as a threat as well is the test homogeneity of the students being tested as the nursing.

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