METHODOLOGICAL APPROACHES TO EVALUATING THE VALIDITY AND RELIABILITY OF PEDAGOGICAL ASSESSMENT MATERIALS
Abstract
This article examines the methodological foundations for assessing the reliability and validity of pedagogical tests as the main criteria for measurement quality. It provides a comparative analysis of tools from classical (CTT) and modern (IRT) test theories, particularly the calculation of Cronbach's alpha coefficient and correlational methods. The article also describes the structure of content, criterion, and construct validity and their influence on the objectivity of educational outcomes. This work systematizes new psychometric approaches aimed at the verification of assessment tools to improve the accuracy of pedagogical diagnostics.
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