Investigating the validity and reliability of Stride’s diagnostic tests

Abstract

Stride is AQA’s new adaptive assessment, providing diagnostic tests to help students prepare for GCSE Maths.

This study investigated the validity and reliability of the diagnostic tests by trialling Stride multiple times, administering user-experience surveys and interviewing students from a range of schools. The research provided valuable insights into the reliability of the information about students’ knowledge and skills, as well as the accuracy of inferences drawn from the diagnostic tests.

The findings indicate that the tests accurately gauge students’ proficiency across a wide spectrum of abilities and effectively distinguish between individuals with varying levels of skill. Additionally, the difficulty level of the tests appears to align appropriately with the abilities of the students, ensuring accessibility for all individuals within the tested group.

Moreover, there is ample evidence supporting the validity of the diagnostic tests in relation to test content, internal structure and student response processes. The reliability of the tests is rated as excellent or good, indicating the suitability of the tests for diagnostic or formative purposes.

The results also indicate that items in the tests have varying levels of power to distinguish between individuals with high and low abilities, ie certain items are more effective at distinguishing than others.

When asked about their overall test-taking experience, most respondents (78%) rated it positively. About 73% of respondents said they agreed with Stride’s identification of their strong points or competencies. According to 75% of respondents, tests like these would be beneficial for their learning.

This research underscores the significance of Stride’s ability to deliver personalised and adaptive feedback to students, including explanations, hints, and resources tailored to individual learning needs. The testing process is helpful for both students and teachers and is effective at tracking students’ progress over time.

This study accompanied qualitative research to gather student experiences of trialling the tests.

Keywords

• e-Assessment
• On-screen tests
• Question difficulty
• Reliability
• Student voice
• Teachers
• Validity