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With your question "Is a multiple choice type of test valid to determine learning assessment
strategies?", the answer is dependent.
Validity means that a test must measure what is supposed to be measured. That`s
right. In order for a test to be valid, the purpose should be achieved. What is the purpose?
The purpose is your objectives. If your objective is to determine learning assessment
strategies, you should first know what level of cognitive domain you want. The levels of
cognitive domain of Bloom`s taxonomy are Knowledge, Comprehension, Analysis,
Application, Synthesis, and Evaluation. If the objective is under the knowledge level, the test
should also be under the knowledge level. Each test item should be analyzed in order to
determine if the right level of cognitive domain is achieved. Multiple Choice, True or False,
Matching Type are best for Knowledge, Comprehension, Analysis, and Apllication levels.
Essays are best for Synthesis level. In other words, multiple choice can be a valid type of
test if the items achieved the correct cognitive domain it is supposed to be in. If you want to
determine learning assessment strategies, analysis and application are the best levels in
the cognitive domain to use. You will be able to apply these levels in the multiple choice
type of test if you provide real-life situations in classroom assessment. This way, a multiple
choice type of test would be valid.
Types of validity
Construct validity
Construct validity occurs when the theoretical constructs of cause and effect accurately
represent the real-world situations they are intended to model. This is related to how well the
experiment is operationalized. A good experiment turns the theory (constructs) into actual
things you can measure. Sometimes just finding out more about the construct (which itself
must be valid) can be helpful.
Construct validity is thus an assessment of the quality of an instrument or
experimental design. It says 'Does it measure the construct it is supposed to
measure'. If you do not have construct validity, you will likely draw incorrect
conclusions from the experiment (garbage in, garbage out).
Content validity
Content validity occurs when the experiment provides adequate coverage of the subject being
studied. This includes measuring the right things as well as having an adequate sample.
Samples should be both large enough and be taken for appropriate target groups.
The perfect question gives a complete measure of all aspects of what is being investigated.
However in practice this is seldom likely, for example a simple addition does not test the
whole of mathematical ability.
Content validity is related very closely to good experimental design. A high content validity
question covers more of what is sought. A trick with all questions is to ensure that all of the
target content is covered (preferably uniformly).
Internal validity
Internal validity occurs when it can be concluded that there is a causal relationship between
the variables being studied. A danger is that changes might be caused by other factors.
It is related to the design of the experiment, such as in the use of random assignment of
treatments.
Conclusion validity
Conclusion validity occurs when you can conclude that there is a relationship of some kind
between the two variables being examined.
This may be positive or negative correlation.
External validity
External validity occurs when the causal relationship discovered can be generalized to other
people, times and contexts.
Correct sampling will allow generalization and hence give external validity.
Criterion-related validity
This examines the ability of the measure to predict a variable that is designated as a criterion.
A criterion may well be an externally-defined 'gold standard'. Achieving this level of validity
thus makes results more credible.
Criterion-related validity is related to external validity.
Face validity
Face validity occurs where something appears to be valid. This of course depends very much
on the judgment of the observer. In any case, it is never sufficient and requires more solid
validity to enable acceptable conclusions to be drawn.
Measures often start out with face validity as the researcher selects those which seem likely
prove the point.
Threats
Validity as concluded is not always accepted by others and perhaps rightly so. Typical reasons
why it may not be accepted include:
Too great a variation in data (can't see the wood for the trees).
Subjects giving biased answers or trying to guess what they should say.
determine the validity of your classroom test: 1. What content does my test assess? 2. Are
my tests items arrange from simplest to most difficult? 3. Do the test items reflect my
instructional priorities and objectives? 4. Do test items allow students to demonstrate their
knowledge and mastery of important topics and essential skills?