A comprehensive look at the reliability and validity of the teacher recruitment examination

The relationship between reliability and validity is a headache for many students in the teacher recruitment examination. Today, I will make a summary of the connotation and relationship of reliability and validity, and I hope it will be helpful for everyone's study!

1. Validity: refers to whether a test can truly and accurately reflect the degree of things to be measured. Simply put, it can be understood as a question of whether a test is accurate or not, so it is also the most important indicator to measure the quality of a test. The connotation and status of validity are often examined in the form of multiple-choice questions and judgment questions with connotation or status, which requires everyone to understand and memorize;

2. Reliability: The consistency, stability and reliability of the results of the same test are measured many times, and the concept connotation, especially the reliability, is often classified as validity in the examination, which needs to be grasped emphatically. At the same time, the influence of test length (that is, the number of test questions) on test reliability is often investigated in the exam, so the relationship between the two needs to be mastered by everyone. Generally speaking, it is an effective way to improve the reliability by increasing the test length of similar questions and increasing the representativeness of the questions. Of course, it is also necessary to avoid the phenomenon that the test questions are too long, which will interfere with the test reliability.

After understanding the connotation of reliability and validity, we can infer the relationship between them, which mainly includes the following types:

Does the efficiency have a certain high reliability? Accurate measurement means the stability and reliability of eight positive measurement results

High reliability is not necessarily high efficiency? The stability of the measurement results does not guarantee the accuracy of the results. For example, the math level of the children in the third grade of primary school is tested by taking the math paper in the third grade of high school, and the test results are all for many times, which is highly reliable, but it cannot be said that the children in the third grade of primary school have no math ability;

low validity is not necessarily low reliability? Truth and high reliability are not necessarily consistent with high efficiency;

low reliability must be low validity? The measurement results fluctuate greatly and the stability is not good, so the accuracy of the results will not be very high.

The above is a description of the relationship between reliability and validity. You can test your understanding and understanding of the content through the test questions:

1. Teacher Zhang mistakenly distributed the math final test questions of Grade 2 to the students of Grade 5 in primary school, which led to the poor final test scores of Grade 5 students, indicating that the test ()

A. has high reliability; B. has low reliability; C. has high validity; D. has low validity

combines the test questions.

The above is about the reliability and validity, and I hope today's content will be helpful to your study!