Validation and Reliablity is a key trait of any piece of text. Making our work valid and reliable is making sure if you are providing your audience with the right information that they need.

The following page is on how valid and reliable my work was on the previous week's task which to research on how to cook an egg.

After reading through my work, I found out that my work was not all that solid.

I consider that my piece of research has very little internal validation, which in essense means, I haven't undergone any study about the subject. Of course, there was primary research which was directly asking questions to a very reputed Endocrinologist. But that's just a part of it. Moreover I hadn't checked if all the information he provided was valid.

The Reliabilty of my research was the issue of major concern and I was sure to myself that my work wasn't reliable enough. First of all, my work is ot 100% valid, so it's not reliable at all. Secondly, I haven't repeated the process in order to achieve a solid outcome. And I also didn't consider including a larger sample for my research which would have given me a larger range of results.

Altogether, I consider that the research done wasn't efficient enough and have to carry out a more enticing and feasible process to make my work both valid and reliable.

Things to be done to make it more valid and reliable:

"A reliable assessment yields the same results at any time and with any scorer. For a test to be valid, it must successfully measure the skills it intends to measure without test item distractions. A valid test shows students' real knowledge or performance abilities, not test-taking abilities. To increase testing reliability and validity, addressing specific areas will improve the quality of classroom evaluation tools: reviewing test items for interferences, reviewing test items for bias, eliminating scorer bias and creating a variety of quality assessments.

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 Validity of Assessment Tools Understanding Reliability & Validity in Qualitative Research

Decreasing Interferences

Eliminate interferences on the test. An assessment intends to measure students' skills and knowledge in a specific academic area. For students to demonstrate what they know and are able to do, test items must be free from distractions. If items require students to recall background information outside of the subject area, it is an interference. Items requiring students to apply skills not yet taught at their current grade level also constitute interferences.

Eliminating Bias

For all students to have a fair and equal test-taking experience and the opportunity to demonstrate what they know and are able to do, you must eliminate bias in the testing items. Teachers should review each item on a test to scan for possible gender or cultural bias and eliminate or revise items containing it. Using a story involving a ballet dancer in a reading comprehension test, for example, may be considered bias against boys, because girls may have more background knowledge and direct experience with ballet.

Selection of Scorers

To further ensure reliability and validity of assessments, the scorer should be someone who does not hold stereotypes or negative attitudes toward the test takers. On standardized tests, companies assess potential scorers for preconceived attitudes and stereotypes. In the classroom, teachers may want to form scoring groups so they are scoring tests taken by students they are not familiar with in their classrooms. This will assist in eliminating bias and producing more reliable and valid results.

Improving Reliability

To improve the reliability of classroom tests, teachers need to increase the number of items on assessments. The number of items to include depends on the length of testing time. Another way to improve testing reliability is to review questions to ensure phrasing is clear and specific. Also, create testing items as you teach the content. This ensures students have been exposed to the skills being tested. Lastly, increasing the number of tests given also increases testing reliability, as the average score of a series of assessments is a more accurate evaluation of students' abilities.

Electronic Assessment Scoring

Many companies developing standardized assessments are moving toward electronically scored student responses. This should eliminate the risk of bias in scorers, which can negatively affect producing valid and reliable results in standardized assessments. For classroom teachers, school districts determine the adoption of these new technologies for school testing. Until then, teachers should strive to remove interferences and bias from test items and scoring teams. Accuracy of results increases if classroom assessments are approached in this manner." -http://www.ehow.com/info_8466677_ways-reliability-validity-classroom-assessment.html