Scribd
Upload
390 views11 pages

Factors Affecting Reliability

The document outlines key factors affecting the reliability of tests, including age variability, score variability, time intervals between tests, practice effects, scorer consistency, and test length. It emphasizes that a heterogeneous group of examinees and a longer, homogeneous test can improve reliability. Additionally, both intrinsic and extrinsic factors can influence test outcomes.

Uploaded by

Naman Mansotra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
390 views11 pages

Factors Affecting Reliability

The document outlines key factors affecting the reliability of tests, including age variability, score variability, time intervals between tests, practice effects, scorer consistency, and test length. It emphasizes that a heterogeneous group of examinees and a longer, homogeneous test can improve reliability. Additionally, both intrinsic and extrinsic factors can influence test outcomes.

Uploaded by

Naman Mansotra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 11

FACTORS AFFECTING RELIABILITY

FACTORS AFFECTING RELIABILITY


• The main factors affecting reliability are as
follows:
• 1. Variability of age,
• 2. Variability of scores,
• 3. Time interval between testing,
• 4. Effect of practice and learning,
• 5. Consistency in scores and
• 6. Effect of test length.
VARIABILITY OF AGE
• The age variability of the group affects the reliability coefficient. The reliability will

be higher for a group having a wider range and the reliability will be small for a

group having small

• For instance, if we have a group completely homogeneous with respect to

chronological age (CA), the range of test scores will be from extremely low to

extremely high. As there is no deviation in age, the correlation of CA with test

scores would be zero. Further, if there is a small variation in a group with respect

to CA, then the correlation of CA with test scores would be lower, and if there is a

large variation in CA, then the correlation coefficient will be larger. Therefore, while

interpreting the reliability coefficient of a test, it is necessary to know the range for

which the test is standardised. variation of the trail or ability assessed.


VARIABILITY OF SCORES
• The reliability is affected in the same way with the
variability in the measured scores. When the
variation among the testees is small, the
correlation between two sets of scores may also be
lowered by chance and by minor psychological
factors. Because the testees in such a group are
closely clustered, the chances in scores and
relative position produced by extraneous factors
are more significant than they would be in a widely
divergent group.
Time interval between testing
• When there is a time interval between test and
retest, the retest results will be affected due to
the differences in individual performances and
also due to the change in environmental
conditions. If the time interval has been quite
long, namely, in case of young children, an
individual’s retest results may be infl uenced
due to his growth tempo or due to enduring
conditions like emotional experiences.
Effect of practice and learning
• Effects of Practice and Learning Practice on
the test will help in learning and this, in turn,
can affect the reliability of a test. For example,
therapy or counselling may modify an
individual’s attitudes, values, and behaviour
sufficiently to produce signifi cant differences
in test–retest results in case of personality
tests.
Consistency in Scores
• Lack of agreement among the scorers will
drastically affect the reliability coefficient. This
is generally true in case of tests in which
entirely objective scoring is not available. For
such tests, it is advisable to know the extent of
agreement in scoring among competent
psychologists who have scored the same set of
responses.
Effect of Test Length
• The reliability of a test is directly dependent on the test
length, that is, the number of items in a test. Suppose a
test of 40 items has a reliability of 0.60. Now, we
increase the items to 120 by adding 80 more
homogeneous items to the previous 40 items. The
reliability of the new test of 120 items will be increased.
Similarly, by shortening the length of the test, the
reliability of the test will also be decreased. How much
will be the reliability of the test change after
increasing/decreasing the items is given by a formula
called Spearman–Brown formula.
Extrinsic Factors
• Group Variability
• Guessing by the examinees
• Environmental conditions
• Momentary fluctations
Intrinsic factors
• Length of the test
• Range of the total scores
• Homogeneity of the items
• Difficulty value of items
• Discrimination value
• Scorer reliability
How to improve reliability of test scores
• Group of the examinees should be
heterogeneous
• Items should be homogeneous
• Test should be preferably ne a longer one
• Items should be of moderate difficulty.

You might also like