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