Teaching of Psychology, Ahead of Print.
Background:The concept of reliability is central to conducting—and understanding—research in Psychology. Students’ understanding of concepts are strengthened when they learn by applying concepts.Objective:This article describes initial evidence of an activity for teaching reliability.Method:Students watched a short video of a staged bank robbery. They then tested the reliability of two different forms of police instructions for eyewitness recall. In so doing, they gained practice at calculating and interpreting inter-rater reliability and test-retest reliability.Results:Data collected from N = 191 students indicates that the exercise has a statistically significant positive effect on student understanding of and confidence about reliability concepts contributes to a roughly 20% increase in performance when comparing responses on pre- and post-exercise multiple choice questions.Conclusion:The activity gives students practice with the concept of reliability in a way that is engaging and memorable insofar as it demonstrates the implications of reliability for the real world.Teaching Implications:The activity is straightforward to implement and encourages students to learn by “doing.”