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When split-half method is used the questions on the examination tool that are testing for the same skills or ability are divided into two halves and the test is administered (Gullo, 2005). The results are then checked with the statistical method of correlation and higher level of correlation exhibits that the test is reliable. When the Kuder-Richardson method of testing reliability is used one tools of examination is administered and student’s scores are analyzed for reliability with the help of different formulas (Oermann, 2014). Inter-Rater method of reliability testing is used to measure the consistency of how different examiners score students on the scores of the same examination tool (Kern, 2010). One way of doing this is by analyzing how two different raters rate the scores they have assigned to students on the same test.
Various factors have an impact on the reliability in assessments that take place in education. One of these factors is the quantity of evaluation tasks that have been used in a single assessment (Mislevy, 2002). Reliability seems to be higher when the quantity is more because higher number of tasks will provide more satisfactory level of sample to test the ability or lack of ability. Another factor is spread of scores and the reliability levels are higher in cases where the spread of scores are high (Linn, 2005). This means that if there is a higher difference between the scores of different students on different tests, the tests are found to me reliable (Evans, 2014). A third factor is the difficulty of the assessment and the reliability of those tests is quite low when the tests are either too easy or too difficult (Murphy, 1995). The reliability of too easy or too difficult tests is low because such tests results in lower spread of scores (VDOE, 2014). Another factor is the level of objectivity of the scores (Uni.edu, 2014). Those tests are considered as objective in nature on which
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