Teaching and Learning Evaluation

Lecturer: Mangaratua Marianus Simanjorang, M.Pd.

CRITICAL BOOK REPORT

Reliability

Created By:
Name : Cindy Fildza Lubis
NIM : 4163312004
Class : Bilingual Mathematics Education 2016

MATHEMATICS DEPARTEMENT
FACULTY OF MATHEMATICS AND SCIENCES
STATE UNIVERSITY OF MEDAN
2017
 Table of Contents
Table of Content........................................................................................................................ i
Chapter I : Introduction .......................................................................................................... 1
I. Background ................................................................................................................ 1
II. Problem Formulation.................................................................................................. 1
III. Purpose ....................................................................................................................... 1
Chapter II : Discussion ............................................................................................................ 2
I. Criticism of Preliminary Illustration as an Introduction to Concepts ........................ 2
II. Criticism of Similarities and Differences of Books Concepts ................................... 2
III. Criticism The Depth of Concept Explanation ............................................................ 3
IV. Criticism of Preliminary Illustration As an Introduction to Theorem ........................ 3
V. Criticism of Similarities and Differences of Books Theorem .................................... 3
VI. Criticism of Depth Theorem Explanation .................................................................. 4
VII. Completion and Variation the Exercise Question Both of Books .............................. 4
VIII. Weakness and Advantages of Both Books ................................................................. 4
Chapter II : Conclusion ........................................................................................................... 6
I. Knot ............................................................................................................................ 6
II. Advice ........................................................................................................................ 6
Attachment ............................................................................................................................... 7

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 CHAPTER I
INTRODUCTION

I. Background
Reliability is actually the nature of the data or scores generated by the
instrument, but to facilitate reliability can be said to be the nature of the
instrument as well as its reliability, multiplied, which is a range bias with the form
of numbers 0 (0) to 1 (one). Thus it is less accurate to ask if the instumen has
reliability or not, will the opposite is an instrument can produce data or score that
has a level of reliability that is not or not. An instrument that has high reliability,
moderate, or low of reliability.
Almost the same as that, is it reliable not merely two choices, reliable or if not
reliable, will it be the tiered form from the highest level to the lowest level.
Highest level of reliability that is statistically published 1.00 which indicates the
absolute absolute without difference and deviation at all.

II. Problem Formulation

1. Find out the summary of both books.
2. Find out the similarities and differences of the two books.
3. Find out how completeness of the topic content of the two books.
4. Find out the advantages and disadvantages of both books.

III. Purpose
Criticize / compare one topic (same) Teaching and Learning Evaluation course
in two different books.

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 CHAPTER II
DISCUSSION

I. Criticism of Preliminary Illustration as an Introduction to Concepts

In both books, each includes a preliminary illustration as an introduction to the
concept. Which one we can see in book I is 2 paragraphs on the blue start page:
Reliability provides the consistency that makes validity possible and indicates
the degree to which various kinds of generalizations are justifiable. We
emphasized that validity is the most important consideration in the selection and
construction of assessment procedures. Fair use and interpretation of assessment
results depends on validity. Thus, first and foremost, we want assessment results
to serve the specific uses for which they are intended. Next in importance is
reliability, and following that is a host of practical features that can be classified
under the heading usability
Whereas in book II lies in the second paragraph which is made slightly
indented into:
[M]any of us begin our day by stepping on a scale to measure our weight.
Some days when you step on your bathroom scale you may not be happy with the
resulting score. On some of these occasions, you may decide to step off the scale
and immediately step back on to obtain another estimate. If the second score is
half a pound lighter, you may irrationally feel somewhat happier, or if the second
score is slightly higher than the fi rst, you may feel somewhat less happy. But if
your second weight measurement yields a score 25 pounds lighter than the initial
measurement, rather than feeling happy, you may instead feel puzzled or
perplexed. If you then measure your weight a third time and the resulting score is
40 pounds heavier, you probably will question the integrity of all the scores
produced by your scale. It has begun to appear that your scale is exclusively
producing randomly fluctuating scores. In essence, your scale measures nothing.

II. Criticism of Similarities and Differences of Books Concepts

Both books have different concepts. It can be seen that in Book I the author
prefers to explain the material about reliability that refers to the theory and matters
related to definition and factor so that readers can easily understand the meaning

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 of reliability as a whole. While in Book II the writer more emphasis on the ways
and formulas that can be used in calculating the reliability of an item.

III. Criticism The Depth of Concept Explanation

Concerning the depth of concept explanation, I think Book I is superior to
Book II. Where in book I the author describes the reliability begins with the
definition, type of reliability type, the method used in reliability, factor s that can
improve the reliability and reliability in the evaluation and usability. While in
Book II the author only explains about what is meant by reliability and type of
reliability along with how the calculation.

IV. Criticism of Preliminary Illustration As an Introduction to Theorem

In Book I we can see many authors associate events related to reliability with
everyday life to facilitate the reader in understanding the theorems to be explained
by the author. It can be seen on words In general, the more consistent our
assessment results are from one measurement to another, the less error there will
be and, consequently, the greater the reliability. While in Book II the authors
prefer to explain the errors that often occur in the measurement and assessment of
reliability. So the author thinks the theorem that will be explained can help
readers. It can be seen in on words Of course, scores are never perfectly reliable,
due to the inescapable influences of unavoidable measurement errors. Typically,
scores from physical measurements (e.g., height, weight) tend to be more reliable
than scores reflecting abstract constructs that cannot be directly observed.

V. Criticism of Similarities and Differences of Books Theorem

The similarity of the theorems of the two books can be seen from all the
theorems contained in Book I have also been included in Book II, namely the test-
retest, equivalent-forms, split-half method, coefficient alpha and interrater.
Although the way the explanation differs between the two books but the essence
of the theorem remains the same. While the difference of the theorems of the two
books, which in Book II there are some additional theorems that are not found in
Book I, call it a score reliability coefficients as variability ratios, classical theory
score reliability estimates, and internal consistency reliability coefficients.

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VI. Criticism of Depth Theorem Explanation
After we look at the similarities and differences of the theorems between the
two books, it is certainly not difficult to see which book has more depth of
theorem explanation. That is Book II where the theorems used are more detailed
explanations and also more variations. The author seems to want to make the
reader really understand and understand the theorem in reliability. In this case,
Book I is too brief to explain the theorem so that readers will have difficulty
understanding and understanding the theorems described.

VII. Completion and Variation the Exercise Question Both of Books

In Book I the exercise of the questions given varies from essay, and multiple
choice and case analysis. Starting from the material method, type, theorem, etc. It
is helpful to train the skills and knowledge of reliability. In Book also applies so,
but that facilitate the reader is the discussion that included the author. So for
readers who do not understand can directly see the discussion that is behind the
page problem. Variations are also varied, but more to case studies and opinions
and calculations on reliability.

VIII. Weakness and Advantages of Both Books

Advantages of Book I :
1. The language used in Book I is more easily understood and understood.
2. Display Book I more interesting to read.
3. Book I has a deeper clarity of the concept of the better. And packed with a
very slick and not difficult to understand.

Advantages of Book II :
1. The deepening of the Book II theorem is better, accompanied by
many examples of questions that can be the material for practice.
2. Introduction / early illustration of the concept pretty well exposes the
essence of the concept.

Weakness of Book I :
1. Lack of in-depth theorem, and no sample problem.

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2. The number of theories can make the reader become saturated. It is better
for the writer to be more careful and selective again.

Weakness of Book II :
1. The language of Book II is quite difficult to understand and can
be an obstacle if misunderstood.
2. Display book less interesting, the absence of colors other than
black and white can make the reader become saturated.
3. The concepts discussed in Book II are too few, where the
author of Book II focuses more on deepening the theorem.

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 CHAPTER III
CONCLUSION

I. Knot
From Book I, I can conclude that reliability is the most important quality to
seek in assessment results. Reliability refers to the consistency of scores and other
assessment result from one assessment to another. In interpreting and using
reliability information, it is important to remember that reliability estimates refer
to the results of measurement, that different ways of estimating reliability indicate
different types of consistency, that a reliable measure is not necessarily valid, and
that reliability is strictly a statistical concept. Reliability estimates are typically
reported in terms of a reliability coefficient or the standard error of measurement.
While from Book II, I can conclude that Poor score reliability compromises
substantive research analyses by attenuating both calculated values and effect
sizes. Because scores, not tests, are reliable, it is incumbent upon the researcher
using classical statistical methods to investigate the reliability of the scores in
hand before conducting substantive analyses. The reliabilities of the scores in
hand, and not the reliabilities of the scores reported in test manuals, are what
potentially compromise substantive analyses (e.g., ANOVA, regression,
descriptive discriminant analysis, canonical correlation analysis).

II. Advice
After criticizing this book, I can advise you which book is better. But actually
Book I and Book II have a slightly different concept. So, I myself feel that the
reader should adjust to what he needs. If the reader needs a book to better
understand the reliability, then the reader should choose Book I. Whereas if the
reader needs a book to better understand the calculation of reliability, then the
reader should choose Book II.

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 Attachment

Cover of Book 1 :

Table of Content of Book I :

Topic Material of Book I :

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 Cover of Book II :

Table of Content of Book II :

Topic Material of Book II :