Reliability and validity as a major tools in measurement - Research Paper Example

Reflection Paper Reflection Paper Reliability and validity are used in measurement to ensure that all the testing requirements are met. Reliability refers to the degree to which assessments tools and instruments produce all the stable and consistent results. The consistency and stability of the results ensure that the facts are straight and comprehensible. The validity of the results means that the presentation must be based on the true nature of the fact findings. This implies that; how well a test used to measure what it is intended to measure should be accurate and reliable by the researcher (Olfos & Zulantay, 2007).

Failure to achieve the desired results using these tools means that; individuals carrying out research may provide wrongful information to the intended audience. This paper will examine some of the main findings behind the use of these tools in measurement, and how they can affect future research conducted. In research, individuals rely on facts and presentation of findings. If any of these elements were to be ignored, it may be difficult trying to find the underlying nature of the research. Folks conduct research to initiate a better understanding of their immediate environment.

Reliability needs validity to become sufficient. While standing on their own, they are two separate entities that may not bring meaning to the intended audience, or may not achieve the desired results (Olfos & Zulantay, 2007). The reliable nature of a test depends solely on its ability to be valid, to both the researcher and the intended audience. Importance of reliability and validity of assessment instruments There is a possibility that any test that has low reliability might also have low validity (Carter & Porter, 2000).

This is the relationship that exists between the two elements. Therefore, tools that have a high potential of poor consistency and accuracy may be unfit for the task at hand. It is vital for an individual to understand that these tools are the only means that can accurately measure bias and distortion. As a researcher, it is advisable to analyse the benefits of both the tools present. An increase in reliability and its accuracy may have a negative impact on the test’s validity. The same can be said about a low accuracy level on reliability and its impact on validity.

It is, therefore, vital for researchers to maintain a level that creates equilibrium between the two elements. A combination of these factors can lead to a better understanding of what carrying out tests and measurements require. One needs to understand the techniques of measuring the required tools, i.e., for validity, one needs the content, the criteria, and the construct (Olfos & Zulantay, 2007). Failure to find out about this may render tests useless, and distorted. How the knowledge of tests and measurements can influence the selection of measures in future research The knowledge acquired through the above mentioned tools may prepare an individual for future research.

An individual may be better placed to deal with the accuracy or inaccuracy of reliability, while trying to figure out ways of being valid in their research findings. In selecting the measures for future research, an individual armed with this knowledge can choose the correct method to carry out measurement in the fields present (Carter & Porter, 2000). The basic doctrines surrounding validity and reliability offer an individual a choice of finding facts through their own means. Also, individuals get a better understanding of how to conduct their research.

By applying this knowledge while conducting tests, an individual may set themselves apart from the rest of the pack. This is by offering results that are both consistent and reliable in nature, and accurate and valid in equal measure. This takes them a notch above all the rest that rely solely on the accuracy of their tests, forgetting that it needs to be valid (Carter & Porter, 2000). This is to allow for its truthful nature to speak to the intended audience; rather than just the presentation of fact findings.

How this knowledge can enhance the ability to evaluate measures used in other research The knowledge can enhance an individual’s ability to evaluate some of the discrepancies in other researchers’ works. This is by allowing a window of inconsistency by a narrow margin. This may be depending on the research done, and the conditions surrounding such findings. It is only appropriate for individuals who are keen on reliability and validity to get an avenue to voice their concern over the measures other researchers use to get facts.

It is not enough trying to come up with facts to show to the intended audience (Jonsson & Svingy, 2007). There needs to be an area where researchers identify the inconsistencies the audience might face. This may allow the learned audience to formulate their own conclusions about the research findings and tests. In conclusion, knowledge acquired that may benefit members of any field through conducting reliable and valid research should be shared. Researchers keen on measurements and analyses of statistics should try to remember there is always a window of discrepancies.

This then leads to a necessary urge to create valid information, which can be depended on by the intended audience (Lodico et al. 2010). References Carter, D. E., & Porter S. (2000). Validity and reliability. In Cormack D (ed.) The Research Process in Nursing (4th ed.). Oxford: Blackwell Science. 29-42. Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review 2, (130-144). Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010).

Methods in educational research: From theory to practice. New York: Wiley & Sons. Olfos, R., & Zulantay, H. (2007). Reliability and validity of authentic assessment in a web based course. Educational Technology & Society, 10 (4), 156-173.