What are The Factors That Influence Reliability Measures

Several variables have an impact on how reliable exams are in the classroom. By taking sufficient attention while creating the test, these issues may be managed. Teachers must thus be aware of these aspects in order for them to develop tests with the appropriate level of care.

  • Test length: Generally, the longer a test is, the more reliable it is.
  • Speed: Reliability issues may arise during a speed test. Internal consistency, test-retest, or alternative form approaches should not be used to determine dependability. This is due to the fact that not every student can finish all of the tasks on a speed exam. A power test, in contrast, is an exam where each student is capable of doing every task.
  • Group homogeneity: In general, the more diverse the test-taking population, the more accurate the measurement will be.
  • Item difficulty: The reliability will be poor if test results are not very variable. Therefore, reliability will be low if a test is either too simple that every student correctly answers most or all of the questions, or too complex that every student incorrectly answers most or all of the questions.
  • Objectivity: Objectively scored tests, rather than subjectively scored tests, show a higher reliability.
  • Test-retest interval: The likelihood of changes occurring will decrease and reliability will increase the less time there is between two administrations of a test.
  • Variation with the testing situation: Test results might vary depending on the testing environment (e.g., pupils misinterpreting or misreading test instructions, noise level, distractions, and illness).