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For each of the scenarios below, determine whether the researcher is assessing reliability or validity

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For each of the scenarios below, determine whether the researcher is assessing reliability or validity. If reliability, then determine whether it is an instance of test-retest, internal consistency, or interrater reliability. If validity, then determine whether it is an instance of content, predictive, or construct validity.

a. A researcher administered the new Test of Teaching Potential to graduating education majors and then correlated the test scores with principals’ ratings of teaching effectiveness after one year on the job to see whether the test scores were related to job performance.

b. A researcher correlated two observers’ evaluations of teachers’ effectiveness as revealed on the new Teacher Observation Form to see if the observers’ evaluations were similar

c. A researcher developed a test of the trait optimism and then compared students judged to be “happy” with those judged to be “not happy” to see if they had the different levels of optimism that would be expected if the happiness theory was credible.

d. A researcher created an achievement test of geography knowledge and compared the test items with a representative sampling of the knowledge-level objectives from widely used geography textbooks.

e. A researcher tested a sample of students using the Occupational Interest Test. The test was administered again six months later to see if interests were fleeting.

f. A researcher administered the new Test of Stress to teachers and then computed alpha to see how well the items “hung together.”