Comparing performance across two halves of one test is split-half reliability.
Judging a test by surface appearance without empirical evidence is face validity.
Comparing test scores with later performance in the program (predictive evidence) is criterion validity.
Difficult reading passages make the test also measure reading ability, so it does not purely measure mathematical reasoning (construct validity concern).
An unrelated answer shows the task was not understood, which is the Prestructural level.
SOLO progresses from one idea to several disconnected ideas, then integrated relationships, then new generalization.
Consistent scores show reliability, but memorization items do not measure critical thinking, so construct validity may be lacking.
When most items come from two of ten topics, the test does not represent the content domain, threatening content validity.
Systematic score differences caused by different interpretations of the criteria reduce inter-rater reliability.
Multistructural responses have many facts; relational responses integrate them, so the difference is quantity versus integration.
Explaining a concept and giving an example of it shows Understand (explaining and exemplifying).
Transforming information into a diagram that represents its meaning is a form of Understanding (interpreting).
Listing several facts without relating them is the Multistructural level.
Using only one relevant aspect is the Unistructural level.
Several correct but disconnected facts indicate the Multistructural level.
Showing how several ideas interact to form an integrated whole is the Relational level.
Applying an integrated understanding to a new context and generating a novel idea is the Extended Abstract level.
Understanding is grasping a principle, while applying means using it to carry out a procedure in a new situation.
Identifying assumptions, separating relevant from irrelevant evidence and seeing how components are organized is Analyze.
Checking and critiquing are the two processes of the Evaluate category in the revised taxonomy.
Generating ideas, planning and producing an original product are the processes of Create.
The revised taxonomy rises from Remember to Understand, Apply, Analyze, Evaluate, and Create.
Being able to define a concept without explaining it in one's own words is Remember.
In the revision, Knowledge became Remember, Comprehension became Understand, and Synthesis became Create (nouns changed to verbs).