Enhancing Students’ Understanding of Validity and Reliability through the CREATE Approach (Critically Reflect, Explore, Analyze, Test, and Evaluate)

John Paul Ramon; Nerlie Calugmoc Amodo; Dellen Monteagudo Casilao; Danna Dagnopan Hadjali; Haneen Felix Lingasa; Harold Kim Malubay; Hadiya Tibudan Taduman

doi:10.36948/ijfmr.2026.v08i06.90937

Enhancing Students’ Understanding of Validity and Reliability through the CREATE Approach (Critically Reflect, Explore, Analyze, Test, and Evaluate)

Author(s)	John Paul Ramon, Nerlie Calugmoc Amodo, Dellen Monteagudo Casilao, Danna Dagnopan Hadjali, Haneen Felix Lingasa, Harold Kim Malubay, Hadiya Tibudan Taduman
Country	Philippines
Abstract	This classroom-based action research examined the effectiveness of the CREATE Approach (Critically Reflect, Explore, Analyze, Test, and Evaluate) in improving second-year Bachelor of Technology and Livelihood Education major in Home Economics (BTLEd-HE) students’ understanding and application of validity and reliability in assessment. Existing studies show that pre-service teachers often have difficulty translating theoretical knowledge of assessment into classroom practice, and limited experiential and contextualized learning has been identified as a major challenge. The study addressed this gap through a structured, experiential and modular intervention implemented over four weeks, targeting the memorization of definitions, difficulty distinguishing validity from reliability, and limited exposure to time-bounded, scenario-based tasks. Nineteen of 26 students who had difficulty with these concepts, identified through diagnostic assessment and classroom performance, participated. An embedded mixed-methods design was used; data were gathered through a 30-item pretest and posttest, rubric-scored error analysis and peer testing tasks, and reflection journals. The mean score increased from 16.79 (SD = 3.87) in the pretest to 25.37 (SD = 1.61) in the posttest, and all 19 students reached the 75% passing standard after the intervention, compared with none before it. A paired-sample t-test showed a statistically significant difference, t(18) = 9.37, p < 0.001, with a large effect size (Cohen’s d = 2.15). All students reached the Excellent level in the error analysis and peer testing validation tasks, and the reflection journals showed clearer conceptual distinctions, more critical thinking, greater confidence and stronger peer collaboration. The continued use of experiential, scenario-based activities, collaborative peer evaluation and reflection journals is recommended, together with individual guidance, varied illustrative examples and flexible support for latecomers and students with short attention spans. The CREATE Approach offers a practical and replicable model for developing assessment literacy in pre-service teacher education.
Keywords	Assessment Literacy, CREATE Approach, Experiential Learning, Validity and Reliability, Pre-Service Teachers, Action Research, Simulation
Published In	Volume 8, Issue 6, November-December 2026
Published On	2026-11-01
DOI	https://doi.org/10.36948/ijfmr.2026.v08i06.90937

View / Download PDF File

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Enhancing Students’ Understanding of Validity and Reliability through the CREATE Approach (Critically Reflect, Explore, Analyze, Test, and Evaluate)

Share this