The Charasteristics of a

Good Test
By group 3:
• Meisya Aulia Fikra
• Viona Chairina
• Zhafira putri khairani
 The Charasteristics of a
Good Test
1. practicality
2. Reliability
3. Validity
4. Authenticity
5. washback
 Practicality

An effective test ios practical. This means

that it :
 Is not excessively expensive
 Stays within appropriate time constrains
 Is relatively easy to administer, and
 Has a scoring/evaluation procedure that is specific
and time efficient
 Realibility

 Reability refers to how dependably or

consistenly a test.
 Gronlund and linn (1995)- “realibility
refers to the consistency of
measurement that is, how consistent
test scores of other evaluation results
are from one measurement to other.
There are 4 factors taht may contribute
to the unreliability of a test are :
1. Student- Related Realiability ( test
performance can be influenced by a
person’s psychological or physical
state at the time of testing.
2. Rater Realibility ( occurs when two or
more scores yield inconsistence scores
of the same test.
3. Test Administration Realibility ( such as
room temperature, lighting,noise and
etc)
4. Test Realiblity ( sometimes the nature
of the test it self can cause
measurement errors)
 There are 2 ways in estimating whether
a certain thing is reliable or not

1. The test of retest

the test or retest is quite easy.
Simply test an idea twice, then
compare the similarities of the results
of the two tests.
2. Internal Consistency
this can be done by questioning.
Make different sets of question that
can measures the same factor.
 Test validity

Validity is the most important issue in selecting a

test. Validity refers to what characteristic the test
measures and how well the test measures that
characteristic.
 Validity tells you if the characteristic being
measured by a test is related to job qualifications
and requirements.
 Validity gives meaning to the test scores. Validity
evidence indicates that there is linkage between
test performance and job performance.
 Validity also describes the degree to which you can
make specific conclusions or predictions about
people based on their test scores. In other words, it
indicates the usefulness of the test.
 Differences
 It is important to understand the differences
between reliability and validity. Validity will
tell you how good a test is for a particular
situation; reliability will tell you how
trustworthy a score on that test will be. You
cannot draw valid conclusions from a test
score unless you are sure that the test is
reliable. Even when a test is reliable, it may
not be valid. You should be careful that any
test you select is both reliable and valid for
your situation.
 Methods for conducting
validation studies
 Criterion-related validation requires
demonstration of a correlation or other statistical
relationship between test performance and job
performance.
 Content-related validation requires a
demonstration that the content of the test
represents important job-related behaviors.
 Construct-related validation requires a
demonstration that the test measures the
construct or characteristic it claims to measure,
and that this characteristic is important to
successful performance on the job.
 Consequential Validity requires the
potential importance of the consequences of
using an assessment. Consequential validity
encompasses all the consequences of a test,
including such considerations as its accuracy
in measuring intended criteria, its impact on
the preparation of test-takers, its effect on
the learner, and the (intended and
unintended) social consequences of a test’s
interpretation and use.
 Face Validity An important face of
consequential validity is the extent to which
“students view the assessment as fair,
relevant, and useful for improving learning”
or what is popularly known as face validity.
 Using validity evidence from
outside studies
 Validity evidence. The validation procedures used in the
studies must be consistent with accepted standards.
 Job similarity. A job analysis should be performed to verify
that your job and the original job are substantially similar in
terms of ability requirements and work behavior.
 Fairness evidence. Reports of test fairness from outside
studies must be considered for each protected group that is
part of your labor market. Where this information is not
available for an otherwise qualified test, an internal study of
test fairness should be conducted, if feasible.
 Other significant variables. These include the type of
performance measures and standards used, the essential
work activities performed, the similarity of your target group
to the reference samples, as well as all other situational
factors that might affect the applicability of the outside test
for your use.
 What Is Authentic Assessment?
Authentic assessment refers to
assessment tasks that resemble reading
and writing in the real world and in
school (Hiebert, Valencia & Afflerbach,
1994; Wiggins, 1993). Its aim is to
assess many different kinds of literacy
abilities in contexts that closely
resemble actual situations in which
those abilities are used.
 Definition of authentic
assessment
 a set of methods or techniques for
assessing the academic achievement
of a student that includes activities
requiring the application of acquired
knowledge and skills to real-world
situations and that is often seen as an
alternative to standardized testing.
 How is Authentic Assessment similar
to/different from Traditional Assessment?

 Traditional Assessment
referring to the forced-choice measures of multiple-choice tests, fill-in-the-
blanks, true-false, matching and the like that have been and remain so
common in education.  Students typically select an answer or recall
information to complete the assessment. These tests may be
standardized or teacher-created.
Authentic Assessment
 In contrast, authentic assessment (AA) springs from the following
reasoning and practice:
 1. A school's mission is to develop productive citizens.
2. To be a productive citizen, an individual must be capable of performing
meaningful tasks in the real world.
3. Therefore, schools must help students become proficient at performing
the tasks they will encounter when they graduate.
4. To determine if it is successful, the school must then ask students to
perform meaningful tasks that replicate real world challenges to see if
students are capable of doing so.
 washback

 Tests can have positive and negative

effects, or washback. Positive
washback refers to expected test
effects. Negative washback refers to
the unexpected, harmful consequences
of a test.
 Washback from tests can involve
individual teachers and students as
well as whole classes and programs
 Positive washback
- positive washback has benefical
inluence on teaching and learning
- a good test should have a good effect.

Negative washback
- students were practicing exam
techniques eather than language
learning activities.
- test may fail to reflect the learning
principle or the course objectives.
THANK YOU