VALIDITY

RELIABILITY
FAIRNESS
PRACTICALITY & EFFICIENCY
ETHICS
The instruments ability to measure what it
purports to measure.

The appropriateness, correctness,
meaningfulness and usefulness of the specific
conclusions that a teacher reaches regarding
the teaching-learning situation.
CONTENT VALIDITY
FACE VALIDITY
CRITERION-RELATED VALIDITY
CONSTRUCT VALIDITY
refers to the outward appearance of the test.
it is the lowest form of test validity



What do students think of the test?
refers to the content and format of the
instrument.

Students adequate experience
Coverage of sufficient material
Reflect the degree of emphasis


Am I testing what I taught?

also called predictive validity.
the test is judge against a specific criterion.
It can also be measured by correlating the test
with a known valid test.



How does this compare with the
existing valid test?
the test is loaded on a construct or factor




Am I testing in the way I taught?
Group of variables that
correlate highly with each
other form of factor
Reliability is the degree to which a test
consistently measures whatever it measures.
Something reliable is something that works
well and that you can trust.
It is a term synonymous with dependability
and stability.




Questions:

Can we trust the results of the test?
Would we get the same results if the tests were
taken again and scored by a different person?


Tests can be made more reliable by
making them more objective (controlled
items).

EQUIVALENCY RELIABILITY
STABILITY RELIABILITY
INTERNAL CONSISTENCY
RELIABILITY
INTER-RATER RELIABILITY
also called equivalent forms reliability or
alternative-forms.
is the extent to which two items measure
identical concepts at an identical level of
difficulty.
Equivalency reliability is determined by
relating two sets of test scores to one another
to highlight the degree of relationship or
association.


sometimes called test, re-test reliability

is the agreement of measuring instruments
over time.
Equivalency reliability is determined by
relating two sets of test scores to one another
to highlight the degree of relationship or
association.


Used to assess the consistency of results
across items within a test (consistency of an
individuals performance from item to item &
item homogeneity)
To determine the degree to which all items
measure a common characteristic of the
person

Ways of assessing internal consistency:
Kuder-Richardson (KR20)
Split-half Reliabilty
KR20 = [n/(n - 1)] x [1 - (pq)/Var]

KR20= estimated reliability of the full-length test
n = number of items
Var = variance of the whole test (standard deviation squared)
pq = sum the product of pq for all n items
p = proportion of people passing the item
q = proportion of people failing the item (or 1-p)
Used for dichotomously scored items that
are all about the same difficulty

KR21 = [n/(n - 1)] x [1 - (M x (n - M) / (n x Var))]

KR21 = estimated reliability of the full-length test
n = number of items
Var = variance of the whole test (standard deviation squared)
M= mean score on the test
rkk = k(r11) / [1 + (k - 1)r11]

rkk = reliability of the test k times as long as the
original test
r11 = reliability of original test
k = factor by which the length of the test is
changed
The concept that assessment should be 'fair'
covers a number of aspects.

Student Knowledge and learning targets of assessment
Opportunity to learn
Prerequisite knowledge and skills
Avoiding teacher stereotype
Avoiding bias in assessment tasks and procedures
Something efficient is being able to
accomplish a purpose and is functioning
effectively.
Practicality is defined as something that is
concerned concerned with actual use rather
than theoretical possibilities.

Will the test take longer to design than
apply?
Will the test be easy to mark?

An
assessment
procedure is
practical and
efficient
when
The teacher is
familiar with it
Implementable
Doesnt require
too much time
STANDARDS
ACCEPTED
MORALITY
RULES
CONDUCT
RIGHT
AND
WRONG
Refers to questions of right and wrong.

Webster defines ethical (behavior) as
confoming to the standards of conduct of a
given profession or group .


Ethical issues that may be
raised:

Possible harm to the participants.
Confidentiality.
Presence of concealment or deception.
Temptation to assist students.