1. Describe an example of test-retest reliability. Test-retest reliability involves performing the same test with the same respondents at different times. For example, a group of participants are given a personality test, and then the same test is administered later, perhaps a month or a year later (Kline, 2005).2. If the correlation between the test scores at Time 1 and Time 2 is 0.85, how would this be interpreted? The correlation between time 1 and time 2 is 0.85 and is significant (0.000); however, if the reliability drops from 0.85, a decision must be made whether the test should be reexamined (Kline, 2005).3. What are the problems associated with reliability assessed via the test-retest method? The problem with reliability assessed via test-retest is that it requires the same participants at different times; which makes its reproduction difficult (Kline, 2005). For example, they may have fewer participants. Additionally, the longer the time between tests, the greater the possibility of variation in results; Additionally, participants have the option to learn the test a second time and can create different results (Kline, 2005). Finally, it is very expensive to perform consecutive tests (Kline, 2005).4. Under what circumstances is reliability assessed via the most appropriate test-retest method? I believe the best use of test-retest reliability is to measure the consistency of a test whose results should be consistent and stable across the time, such as intelligence or personality (Kline, 2005).5. What are the strengths and drawbacks of alternative forms of reliability? Alternative forms of reliability can be an even more expensive approach. One of the disadvantages is that the "equality of elements" becomes questionable and...... middle of paper ......ch questions. I think the most important thing I learned in this assignment is to determine the most effective way to assess reliability based on the needs of the study and the time available to complete the project. Reliability is as much a part of the study as finding the answers. Without this, we cannot guarantee that our test aims to capture what it was intended to do. Works Cited Kline, T. (2005). Psychological testing: a practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications. Snyder, C., Hoza, B., Pelham, W., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H., & Stahl , K. (1997). The development and validation of the children's hope scale. Journal of Pediatric Psychology, 22(3), 399-421. Snyder, M. (1974, October). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30, 526-537.