A note on the effect of teaching on the reliability coefficient of an achievement test

Abstract

Data on a test of "minimal statistics" knowledge, a multiple-choice test on teaching procedures, and a judgment test of applied teaching information, are presented to show that the reliability coefficient of an achievement test tends to decrease after "maximal learning" has taken place. Statistical methods for computing the reliability of an achievement test are briefly discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)