We can measure split-half reliability, which says we’re going to take the first half of the test and the second half and see how consistent responses are on the two halves. There are a number of ways to measure reliability. Let’s talk about ways we can look at test consistency. Thus, reliability is necessary but not sufficient to justify inference based on test scores. If our tool is not consistent, we can’t use it to inform our diagnostic decisions. In order to make inferences about an individual’s abilities based on their performance on a test, we need to know that the test is consistent in its measurement. Reliability is the consistency of a test. In order to justify the use of a test you need high estimates of Reliability AND Validity. These are important test statistics that we need to know about and consider when selecting tools to use during a speech-language evaluation. We also want to make sure it has high estimates of reliability and validity. We want to make sure a test addresses the areas of concern that have been raised by parents and teachers. How do we pick the tests? Well, we need to make sure a test works for the age and language background of the person we are testing. Sometimes we use standardized tests to help us make those decisions. Why Should We Care About Reliability and Validity of Speech-Language Tests?Īs speech-language pathologists, we use tests to help us make decisions about whether or not individuals have speech and/or language disorders.
Reduce Your Caseload (District Optimization).
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