ABSTRACT
The principles of validity and reliability function in the realm of teacher-made assessments essentially in the same way as they function in the everyday life scenarios just presented. People use the terms valid and reliable all the time, and not just in educational settings. Validity is concerned with whether a test, quiz, project, or performance assesses what people intend for it to assess. Therefore, when contemplating and discussing the validity of an assessment, it is best to use relative terms: high validity, moderate validity, and low validity. But it is at this point that the concept of construct validity becomes complicated because math is a complex discipline made up of myriad points of facts, conceptual principles, procedural skills, and applications. But if one becomes an English or social studies teacher, then it is difficult for them to determine the construct validity of the assessment because you may not have the depth of subject-area knowledge needed.
