>truthfulness >referring to
the
>extent to which the test appropriateness
serves its purpose >correctness
>efficiency with which it >meaningfulness and
measures what it intends to usefulness of the
measure (Oriondo 1989) specific conclusions
(Santos 2007)
VALIDITY
VALIDITY
>degree to which Example:
assessment A test intended for Grade 4
instruments can gather would be invalid
for use by most
accurate data (Rico 2011) pupils in Grade 3 or with
pupils in the lower grades since
these pupils lack the maturity and
background experience for
taking the test.
(Oriondo & Antonio 1989)
Reference : Santos De-Guzman R. (2007) Advance Method in Educational Assessment and Evaluation
Lorimar Publishing Inc,Quezon City Metro Manila
Test items that are inappropriate to the
objectives (decrease validity)
Inappropriateness
of the test items Ex. Measuring knowledge of facts is
invalid for measuring skills in problem
solving
Not clearly stated
Directions
Ex. how and where to record their answer
Factors that
Affect the Reading do not match the level of the students
Validity of Vocabulary and
a Test sentence structures
Ex. Using high sounding words
do not the difficulty level specified by the
Difficulty of the test instructional objectives
items
Ex. When the teas items.
Poorly constructed Providing clues and ambiguous items
test item
Ex. providing clues to the answer will lead to
measure the students’ alertness in detecting clues
Sufficient number of items to measure
Length of the test what it is supposed to measure
items Ex. a test that is too short cannot adequately
sample the performance we want to measure
Arrange in an increasing difficulty
Arrangement of
the test items Ex. placing difficult items early in the test may
cause mental blocks and take much time
Systematic pattern of correct answer
Pattern of the
answer
Ex. true, true, false, false are reliable to
guess the answer
Contribute misinterpretations and
confusion
Ambiguity
Ex. ambiguity in terms of vocabulary
Tree- diagram
Asaad, A. (2004). Measurement and evaluation. Quezon, City. Rex Printing Press
Oriondo, E.(1984). Evaluating educational outcomes: measurement and evaluation. Samapaloc, Manila. Rex Bookstore
Concept Map Example: If all the items to be included in the test are all
taken from elementary algebra, then the test has a high
Types Of Validity content validity. However, if most of the items are taken
from arithmetic, then the test will have a very low
Content content validity.
Validity
Example: A teacher wishes to validate a Science
achievement test he has constructed. He administers the
test to group of Science students. The result of the test is
Concurrent correlated with an acceptable Science test which has
been previously proven as valid. If the correlation is
Criterion Validity “high’ the Science test he has constructed is VALID.
Related
Validity
Validity Predictive Example: Intelligence tests usually predict the level of
performance in activities involving intellectual ability like
Validity school work. So, if an individual scores high in an
intelligence test and also gets high grades in school work,
then the intelligence test has a high predictive validity.
Example: If children with higher intellectual ability score
Construct higher than children with lower intellectual ability, the
Validity intelligence test has a high construct validity.
Example: if you prepare a test to measure whether
students can perform multiplication, and the people you
Face show it to all agree that it looks like a good test of
multiplication ability, you have shown the face validity of
Validity your test.
Oriondo, L.L & Dallo- Antonio, E.,1984, Evaluating Educational Outcomes; Test
Measurement and Evaluation
Concurrent Validity- refers to the degree to which the test
correlates with a criterion, which is set up as an acceptable
measure or standard other than the test itself.
Formula:
Criterion-related
Validity Predictive Validity – refers to the degree of
accuracy of how a test predicts one
performance at some subsequent time.
Formula:
Her Test (X) Criterion (Y) XY X2 Y2
34 30 1020 1156 900
45 40 1800 2025 1600
35 25 875 1225 625
49 37 1813 2410 1369
50 45 2250 2500 2025
34 35 1190 1156 1225
43 30 1290 1849 900
40 45 1800 1600 2025
41 30 1230 1681 900
43 39 1677 1849 1521
411 352 14722 17197 12700
r = 10(14,945) – (414)(356)
= 0.53
A 0.53 coefficient of correlation indicates that her
Criterion-related test hasn’t a concurrentvalidity
Grade (X) Text (Y) XY X2 Y2
Validity
89 40 3560 7921 1600
85 37 3145 7225 1369
90 45 4050 8100 2025
85 30 2550 7225 900
86 29 2494 7396 841
80 40 3200 6400 1600
95 40 3800 9025 1600
85 35 2975 7225 1225
81 29 2349 6165 841
84 37 3108 7056 1369
849 354 30295 72261 12908
r = 10(31231) – (860)(362)
= 0.83
A 0.83coefficient of correlation indicates that her
