We found that (1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level and (2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. Our study (1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and (2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. Although assessments are necessary tools for answering this question, their outputs are dependent upon their quality. An important question to ask about these educational innovations is whether they are having a meaningful impact on students’ knowledge, attitudes, or skills. The growing importance of genomic and bioinformatic methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. These two are very important aspects of research design. How can a researcher be sure that the data gathering instrument being used will measure what it is supposed to measure and will do this in a consistent manner? This is a question that can only be answered by examining the definitions for and methods of establishing the validity and reliability of a research instrument. In research, their use is a little more complex. The everyday use of these terms provides a sense of what they mean (For example, your friends are reliable. Reliability and validity are important concepts in research. These two concepts are validity and reliability.

Whether the same measurement process yields the same results. Whether we are measuring what we intend to measure. How to evaluate the measures? Two of the primary criteria of evaluation in any measurement or observation are: 1.

Although the guiding principle should be the specific purposes of the research, there are better and worse questions for any particular operational. RELIABILITY AND VALIDITY INTRODUCTION For every dimension of interest and specific question or set of questions, there are a vast number of ways to make questions.

Define reliability and validity