How does classification consistency differ conceptually from more traditional indicators of test reliability?
A. Classification-consistency approaches are focused more on capturing the degree of students' consistent categorizations rather than supplying only numerical indices of students' score consistency.
B. Classification-consistency approaches do not employ numerical indicators of an assessment's consistency, unlike traditional reliability procedures.
C. In contrast to traditional reliability approaches, if there are no actual decisions linked to a test's use, it is impossible to determine a test's classification consistency.
D. Whereas the three traditional forms of reliability evidence are largely interchangeable, classification-consistency approaches to reliability are truly distinctive.
Question 2
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