KR-20 / KR-21 Test Reliability Calculator
Estimate the internal-consistency reliability of a multiple-choice or right/wrong test with the Kuder–Richardson formulas: KR-21 from the number of items, mean and standard deviation, and KR-20 from the item difficulty (p) values, with the standard error of measurement and the interpretation bands used for classroom and standardised tests.
How it works
KR-21 = k/(k−1) × [1 − M(k − M) ÷ (k σ²)]; KR-20 = k/(k−1) × [1 − Σ p(1−p) ÷ σ²]; SEM = σ √(1 − r); Spearman–Brown length factor n = r_target(1 − r) ÷ [r(1 − r_target)]
Reliability asks how consistently a test would rank the same people if they took it again, and for tests scored right or wrong the Kuder–Richardson formulas estimate it from a single administration by comparing the variance of total scores with the variance the items contribute individually: when items hang together, total-score variance is large relative to the sum of item variances and reliability approaches one. KR-20 uses each item's proportion correct; KR-21 needs only the mean and standard deviation but assumes equal item difficulty and therefore runs low. Reliability sets the standard error of measurement — how far an observed score may sit from the person's true score — and the Spearman–Brown formula shows how many more similar items would be needed to reach a target, which is why high-stakes tests are long.
Worked example
A 40-item test with mean 28 and SD 6.5 has KR-21 = 40/39 × (1 − 28 × 12 ÷ (40 × 42.25)) = 0.822; using the item p-values, KR-20 is about 0.85 — good. The standard error of measurement is about 2.6 points, so a student scoring 30 is probably (68%) between 27 and 33; reaching 0.90 would take about 66 items.
Frequently asked questions
How is KR-20 related to Cronbach's alpha?
KR-20 is the special case of alpha for dichotomous (0/1) items; alpha generalises it to rating scales and partial credit. Both are lower bounds on reliability under classical test theory.
What reliability do standardised tests have?
Published achievement and aptitude tests typically report 0.90–0.95; state assessments 0.85–0.92; classroom tests 0.60–0.80. Anything used for a single-score decision about a person should be ≥ 0.90.
Related calculators
Classical test theory formulas as taught in educational measurement courses (Crocker & Algina, AERA/APA/NCME Standards). They describe a test's statistics for one group of examinees; interpret scores with the test publisher's norms and a qualified educator or psychologist.