Qualities of a

Good
Measuring
Instrument
Qualities Of A Good
Measuring Instrument
Validity
§0 refers to the extent to which the
test serves its purpose or the
efficiency with which it measures
what it intends to measure
§1 it also refers to the suitability or
meaningfulness of the
measurement.

√ Does this instrument describe

accurately the construct I am
attempting to measure?

Example
A Mathematics test is administered
twice to group of first year high
school students. The answer of
Student A to Item 7 “How many
meters are there in 9 kilometers?”
is 9000 meters and in the second
administration, his answer is still
the same, 9000 meters to Item 7.
Hence, his answer is both valid and
reliable.

§2 It is the most important

characteristics of a good test.

4 Types of
Validity
§3 Content Validity
§4 Concurrent Validity
 §5 Predictive Validity
§6 Construct Validity

Content Validity
§7 means that the extent to which
the content or topic of the test is
truly a representative of the
content of the course

§8 A well constructed achievement

test should cover the objectives
of instruction, not just its subject
matter.

§9 Three domains of behavior are

included, namely, cognitive,
psychomotor, and affective.
 A teacher wishes to validate a test
in Mathematics. He requests experts in
Mathematics to judge if the test items
or questions measure the knowledge,
skills, and values supposed to be
measured.
Evidence of test validity are
as follows:
§10 Is the question on the subject?
§11 Are the questions perfectly clear
and unambiguous?
§12 Does the question get at
something stable which is typical of
the individual or of the situation?
§13 Does the question pull?
§14 Do the responses show a
reasonable range of variation?
§15 Is the information obtained
consistent?
§16 Is the item sufficiently inclusive?
§17 Is there a possibility of using an
external criterion to evaluate the
test/questionnaire?

Concurrent
Validity
§18 it is the degree to which
the test agrees with or
correlates with a criterion
which is set up an
acceptable measure

§19 it is applicable to test

employed for the diagnosis
of existing status rather than
for the prediction of further
outcome
Example
A teacher wants to validate an
achievement test in Science (X)
he constructed. He administers
this test to his students. The
result of this test can be
compared to another Science
students (Y), which has been
proven valid. If the relationship
between X and Y is high, this
means that the achievement test
in science is valid.

According to Garrett, a highly

reliable test is always valid
measure of some functions.
 Predictive
Validity
§20 is evaluated by relating
the test to some actual
achievement of the students
of which the test is supposed
to predict his success

§21 The criterion measure

against which the test scores
are validated and obtained
are available after a long
period

Example
 The SAT test is taken by
high school students to
predict their future
performance in college
(namely, their college GPA).
If students who scored high
on the SAT tend to have high
GPAs in college, then we can
say that the SAT has good
predictive validity. But if
there is no significant
relation between SAT scores
and college GPA, then we
would say the SAT has low or
poor predictive validity,
because it did not predict
what it was supposed to.
 Construct
Validity
§22 is the extent to which the
test measures a theoretical
trait

§23 Test item must include

factors that make up
psychological construct like
intelligence, critical thinking,
reading comprehension or
mathematical aptitude

Example
A women’s studies program
may design a cumulative
assessment of learning
throughout the major. The
questions are written with
complicated wording and
phrasing. This can cause the
test inadvertently becoming
a test of reading
comprehension, rather than
a test of women’s studies. It
is important that the
measure is actually
assessing the intended
construct, rather than an
extraneous factor.
 Factors that
influences
validity

§24 Inappropriateness of test

items
§25 Direction
§26 Reading vocabulary and
sentence structures
§27 Level of difficulty of Items
§28 Poorly constructed test item
§29 Length of the test
§30 Arrangement of items
§31 Patterns of answers
§32 refers to the extent to
which a test is dependable, self
consistent and stable

§33 concerned with the

consistency of responses from
moment to moment even if the
person takes the same test
twice, the test yields the same
result

Example
a

If a student got a score of

90 in a Math achievement
test this Tuesday and gets 40
on the same test given on
Friday, then both score
cannot be relied upon.

Factors that affect

reliability
§34 Length of the Test

§35 Spread of Scores

§36 Difficulty of the Test

§37 Objectivity

§38 Limited time

Techniques in
establishing Reliability
§39 Test-Retest Method

§40 Parallel Forms

§41 Split-Half

§42 Internal Consistency

Test-Reset Method
§43 The same test is
administered twice to the
same group of students and
the correlation coefficients is
determined.

§44 Spearman Rank

Correlation Coefficient or
Spearman Rho
 rs = 1-6∑D²
N³-N

Example
Ten students are used as
pilot samples to test the
reliability of an achievement
test in Mathematics using
Test-Retest Technique.
 Table presents the students’
scores and reliability
coefficient in two
administrations of the test
using the test-reset
technique with the
application of Spearman Rho
(rs)

Parallel Forms Method

§45 administered to a group
of students and the paired
observation is correlated
 Split-Half Method
§46 This is administered once,
but the test items are divided into
two halves

§47 The common procedure is to

divide the test into odd and even
items

§48 Spearman-Brown Formula

Where: rwt = reliability of whole

test
rht = reliability of half-test
 Internal Consistency
Method
§49 used in psychological test that
consists of dichotomous scored items
§50 The examinee either passes or
fails in an item
§51 A rating of 1 (one) is assigned
for correct answer and 0 (zero) for
incorrect response
Computation of KR 20 in an 10-item
quiz administered to 9 students

Computation for the

Variance
§52 means the degree to
which the measuring
instruments can be
satisfactorily used without
undue expenditure of time,
money and effort.

Factors That Determine

Usability:
§53 Ease of Administration
 §54 The test can be
administered with ease,
clarity and uniformity.

§55 Directions must be made

simple, clear and concise.

§56 Ease of Scoring

§57Concerned on scoring of
test.
 §58Agood test is easy to score
thus: scoring direction is
clear, scoring key is simple,
answer is available, and
machine scoring as much as
possible be made possible.

§59 Low Cost

§60 An economical test.

§61 Proper Mechanical Make

Up
§62 concerns on how tests are
printed, what font size are
used, and are illustrations fit
the level of pupils/students.
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