Anthropology -- Chapter 5 &

ANTHROPOLOGY -- CHAPTER 5 & 6 RESPONSES Stability Reliability Refers to the consistency in results of the same test administered on multiple occasions to the same test group. This measure of reliability would be a concern in virtually any use of testing because it directly correlates the test results with an objectively valid measure of variable designed to be tested. A low reliability coefficient would imply that the test is not capable of accurately measuring that which it is designed to measure.

I would employ this mechanism by administering the same test on successive occasions to the same subject group and comparing the two scores. Alternate-form Reliability Refers to the consistency in results of the same substantive test administered on through tests of different format. This measure of reliability would be a concern in virtually any use of testing because it reduces the influence of test format on results. A low reliability coefficient would imply that the test results are unreliable because they are influenced excessively by test format.

I would employ this mechanism by addressing the same substantive material in different types of test designs in tests administered to the same subject group and comparing the two scores. Internal Consistency Reliability Refers to the consistency in results of the same substantive test questions resented on multiple occasions in slightly different formats within the same test.

This measure of reliability would be a concern in virtually any use of testing because it corresponds to the degree to which the individual test questions actually measure what they are supposed to measure. A low reliability coefficient would imply that the test questions do not accurately test what they are designed to test.

I would employ this mechanism by asking the same questions several times in different places on the test and in slightly different ways; I would then use those results to determine whether the test questions were capable of measuring what they were designed to measure. 4. Standard Error of Measurement Refers to the consistency in results of the same testing instrument presented on multiple occasions to the same test group.

This measure of reliability would be a concern in virtually any use of testing where the same test is repeated with any specific test group because it corresponds to the degree to which the test is susceptible to improvement by subjects on successive tests, presumably through learning and memory. A low reliability coefficient would imply that the test cannot be administered to the same subjects on successive occasions because subsequent administration of the test yields higher performance results by virtue of learning.

I would employ this mechanism by administering the same test on different occasions; I would then use those results to determine the extent to which the test is useful beyond the first administration to any specific group of subjects. 5. Example of Gender-Biased Symbolic Logic Test Question "A football team scores a touchdown and now leads its opponent by four points. Should they attempt a single-point kick or a two-point conversion?" 6.

Specific Nature of Bias and Proposed Solution Prior to Testing This test question is an objective measure of quantified logical reasoning but would be biased toward males by virtue of differential familiarity with American football rules. The researcher could have identified this bias by administering the test to groups of gender-specific subjects and comparing their results to their respective results on other questions designed to test the same abilities in different contexts. 7.

Disparate Impact without Bias "Please read the following passage and then answer the corresponding reading comprehension questions that follow." Generally, the comparative socioeconomic level of adolescent learners corresponds to their reading comprehension levels. Therefore, learners from higher socioeconomic circumstances would score higher on the same test item that.