Reliability, validity and norming sample populations play critical roles in the usefulness of assessment instruments used in forensics assessments. These three facets of assessment help to determine whether or not the results the assessment yield is credible. Additionally, they each help to evaluate a particular aspect of an instrument, although there is generally a degree of correlation between these factors. Validity is simply the accuracy of a test to effectively measure

moderate impairment), while dependent variables included the levels of measured performance on the test. Operationalization involved demonstrating the ability to perform the tasks of daily life. Simple cooking was tested by asking the test subject to cook oatmeal; using a telephone was tested by requiring the subject to inquire about grocery delivery on the phone; and the test subject was required to select and administer medications correctly and select

Reliability of Test Reliability is defined by Joppe (2002,p.1) as the level of consistency of the obtained results over a period of time as well as an accurate representation of the population under study. If the outcome of the study can be reproduced using a similar methodology then the instrument used in the research are said to be reliable. It is worth noticing that there is an element of replicability as well

Validity and Reliability Types of Validity According to Trochim (2007), there are six different types of construct validity. Construct validity pertains to the accurate reflection of the operationalization's construct within the conclusion. Of the six types, Trochim (2007) divides them up to translation validity -- which depends on the definition of the construct and the checks against it -- and criterion-related validity -- which applies one's theory of construct and examines the

Finally, internal consistency reliability looks at items in the same test, to see if they measure the same construct in the same way (Cherry, 2011, Reliability). However, all of these measures of reliability are useless if a test does not measure what it purports to measure. Validity looks at whether a test measures what it claims to measure. Only valid tests can be used to be accurately applied or interpreted

P.). For the classroom teacher, an instrument with validity will satisfy these parameters. Content-Based Assessments 1) What evidence should be provided that learners have mastered content? When teachers give content-based assessments, they are measuring how much information students have retained from lectures, discussions, readings and other learning experiences (e.g., homework, projects). In creating a content-based assessment, the teacher must look at all the learning materials and experiences that have taken place during the