Test item reliability indicates how consistent the results produced from items on a test are. Consistency can refer to the items’ stability over time or the consistency of the items with each other. If an item is unreliable, statistical relationships will be weaker than they really are, and inappropriate conclusions may be drawn regarding the relationships between variables.A measurement of reliability consists of the extent to which an observed score (which is the true score plus or minus error) accurately reflects the true score. Returning to the example in this week’s Introduction, if your true weight were 150 pounds and you stepped on the scale hundreds of times, it would sometimes show 149, sometimes 152, and sometimes 151. If you averaged all of those weights, you would come close to your true score. If you looked at how much the weights varied, you would have a good measure of the scale’s error. The situation is similar with a psychological test—a score on an IQ test represents an estimate of the theoretical “true” IQ; however, that observed score also includes error.Researchers or test developers measure a test’s reliability with a reliability coefficient, generally a positive correlation coefficient that is somewhat less than 1.00. (A correlation of 1.00 would indicate perfect correlation, which is theoretically impossible due to inherent error in measurement.) Acceptable reliability coefficients for psychological tests or test items are generally at least .70. If you know a test’s reliability, you can calculate its margin of error, a “plus or minus” band that indicates an interval likely to contain the true score.For this week’s Discussion, think of a specific testing scenario in an organization. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.With these thoughts in mind:Post by Day 4 a brief description of a specific organizational testing scenario. Then describe one reliable test item and one unreliable item for that testing scenario. Finally, explain what determines whether an item is reliable or unreliable within the scenario you presented. Support your response using the Learning Resources and the current literature.Be sure to support your postings and responses with specific references to the Learning Resources.

I attached the Case and Instruction for the write up. As you prepare your write up, please visit George Mason’s library resources (http://infoguides.gmu.edu/business) and identify at least three reference sources that would be helpful for examining the main problem and its likely solution.

Part One1) Go through this Underground Railroad Interactive website (Links to an external site.)2) Start with the Journey in the top left corner of the web-page. Choose "Yes".3) You will see that you are a slave with a choice to run or to stay. Click "yes" I want to go4) Take the complete journey to the end of the website where you arrive in Canada.Answer 2 of the following 3 questions but write in paragraph form. Show which questions you are answering by your writing and by not repeating the question and by using different illustrations for each question you choose.1) Describe 2 new things you learned about the Underground Railroad that were not in the text or the Haber content comments. Be thorough in your description. 2) What surprised you? You must display learning and information from the website. Use detail and evidence to back your generalizations. For instance do not only state , "It surprised me it was so difficult". Why was it difficult? Expand by describing the journey in depth.3) Describe two new people or types of people you met on the way. You must display information from the websitePart TwoRead this letter from Thomas Garrett to Harriet Tubman (Links to an external site.)Answer each of these questions:1) How does Thomas Garrett's letter add to your understanding of the Underground Railroad? Use at least two specific examples from the letter. Describe what you learned about the Underground Railroad from the letter.2. How does this letter add to your understanding of Thomas Garrett's role in the activities of the Underground Railroad? Use at least 2 examples that are different from your responses to question #1