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Debating the Impact of Item Analysis on Test Reliability and Validity

A discussion on item analysis and its role in ensuring the reliability and validity of educational assessments.

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    Running head: ITEM 1 Item Analysis debate Anastasi and Urbina assert that item analysis employed properly may actually increase a test's reliability and validity even when the test is shortened from its original form. Debate this notion. Include other scholarly resources other than those listed below with appropriate references and in - text citations. • Scholarly references should include in addition to [1. Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall. 2. Costin, F. (1976). Difficulty and homogeneity of three - choice versus four - choice objective test items when matched for content of stem. Teaching of Psychology, 3(3), 144 - 146. 3. Hall, T. W., Reise, S. P. & Haviland, M. G. (2007). Research: An item response theory analysis of the Spiritual Assessment Inventory. International Journal for the Psychology of Religion, 17(2), 157 - 178. • Write in Third Person Scholarly writing: No quotes from Authors. Let your voice be heard and not reporting lecture back to me. Academic critical writing only. • Please expand your discussion and highlight other important theorists and theories where needed. • Introduction, and conclusion SHOULD be comprehensive and to include more main ideas and thoughts. In a paper of 1,200 words, present a brief debate of the notion that using item analysis allows tests to be shortened while reliability and validity are improved. Use the following format for your debate: 1. Overview of the issue 2. Arguments in favor 3. Arguments against 4. Conclusion Item Analysis Student’s Name Institutional Affiliation

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    ITEM 2 Abstract It is important to keep in mind that tests are created to measure or verify certain skills and knowledge levels. Validity of the tests means that they measure what they were designed to measure. Reliability means that the measures from the test will always give the same or similar results. Consistency is vital and one way to measure it is the test - retest method. Give the same group of individuals a test, wait a certain period of time and then give them the same test. Comparing the results show wither or not more knowledge and skills were acquired. The length of a test, according to item analysis, will not change these two significant factors. The length of the instruments is short ranging from 2 to 12 items. Keywords: item analysis, item theory, test - retest, reliability, validity

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