a reliability coefficient of .70 or higher. Technically speaking, Cronbach’s alpha is not a statistical test – it is a coefficient of reliability (or consistency). Cronbach's Coefficient Alpha has become the most popular way of reporting estimates of the reliability of psychological measures. High reliability coefficients are required for standardized tests because they are administered only once and the score on that one test is used to draw conclusions about each student’s level on the trait of interest. Ideally, score reliability should be above 0.80. The reliability of a test is indicated by the reliability coefficient. This is unlike a standard correlation coefficient where, usually, the coefficient needs to be squared in order to obtain a variance (Cohen & Swerdlik, 2005). This means that low item Cronbach’s alpha can be written as a function of the number of test items and the average inter-correlation among the items. ¨ A reliability coefficient can range from a value of 0.0 (all the variance is measurement error) to a value of 1.00 (no measurement error). Reliability coefficients of .6 or .7 and above are considered good for classroom tests, and .9 and above is expected for professionally developed instruments. C. Reliability Standards. It is Coefficients in the range 0.80-0.90 are considered to be very good for course and licensure assessments. Reliability study designs and corresponding reliability coefﬁcients To estimate test-score reliability, at a minimum one needs at least two observations (scores) on the same set of persons (Tables 2a and 2b). Reliability coefficients range from 1.00 (which is highest) to 0.00 (which is lowest). A good rule of thumb for reliability is that if the test is going to be used to make decisions about peoples lives (e.g., the test is used as a diagnostic tool that will determine treatment, hospitalization, or promotion) then the minimum acceptable coefficient alpha is .90. Reliability coefficients range from 0.00 to 1.00. 4 Difficulty Item Difficulty represents the percentage of students who answered a test item correctly. For good classroom tests, the reliability coefficients should be .70 or higher. This correlation is known as the test-retest-reliability coefficient, or the coefficient of stability. (Internal No learning effect was found when comparing the results of the second measurement with the first measurement (P>.05). Reliability coefficients are variance estimates, meaning that the coefficient denotes the amount of true score variance. 2.3. Typically the measurement of reliability is reflected in what is called a reliability coefficient. 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