Validity

Characteristic of valid test.

1. Measures what exactly it is supposed to measure. 2. Does not measure irrelevant variables. 3. Relies as much as possible on performance. 4. Being very objective (specific). 5. Test takers ability useful meaningful 6. Supported by a strong argument.

Examples
Reading ability
- Measures the reading ability itself, not how you read or understand something. It goes on based on the skills.

Evidence of validity as proof

Weir (2005) , Broadfoot (2005) and T. Mc Namara (2006)
There is no final, absolute measure of validity but several different evidence to support.

Content-related

Face validity

Types of evidence

Criterionrelated

Consequential (impact)

Construct related

Content related
The content of the particular topic itself becomes important
Eg : assessing a persons ability to speak a second language in a conversational setting. -Use a familiar setting -Second language proficiency test lacks the content related evidence.

Direct and indirect testing

Direct test takers performs the target task Indirect learners not performing but task is related Eg : oral test
Direct- pronounce words correctly Indirect read out a text and indirectly ask questions

Criterion related (factors/decisions)

Use a standard text for all- measurement 2 types :
Concurrent (parallel) validity results are supported by other performance beyond the assessment itself. Predictive validity determination students readiness to move on

Construct related
Examples 1. linguistics construct proficiency, fluency What should a teacher do here? Eg : oral fluency - Account to : speed rhythm - Test : manner of speaking - Construction of definiton building blocks

Consequential (impact validity)

Impact of the assessment itself Before and after a test administration Impact of test taking and use of test scores 2 levels : macro (employement) and micro (classroom instructional level)

Face validity
Students view the assessment : fair , relevant , useful for learning improvement Test looks right and appears to measure the knowledge/ability it claims to measure

How a teacher can increase students perceptions of a test?

Familiar task : well constructed, expected format , level of diffuculty Task accomplishment :
1. allocated time 2. rehearsed in previous course work 3. content validity

Items and directions : clear and uncomplicated

Practicality

Questions to ponder (think as language teachers)

What is practicality? What do you understand by practicality? In a language classroom, what is practicality for you?

Involves
Budget Time 1. for test takers 2. administrations (designing and scoring) Clear directions Utility of HR Resource