Proverbs 3:3

“Do not ley kindness and

truth leave you.”

Assessment of Learning
VALIDITY
 The appropriateness of score-based inferences; or decisions made based on the student’s test results.
 Refers to the extent to which a test measures what it’s supposed to measure.
 Refers to the decisions we make, and not to the test itself or to the measurement.
 Like reliability, validity is not an all or nothing concept; it is never totally absent nor absolutely perfect.
 A validity estimate, called a validity coefficient, refers to specific type of validity. It ranges between 0 to 1.
 It can never be determined with finality; it is specific to each administration of the test.
TYPES OF VALIDITY
Content Validity Criterion-related Validity Concurrent Validity
Refers to the relationship Refers to the extent to which scores from a test related to Require the correlation of
between a test and the theoretically similar measures. It is a measure of how the predictor or concurrent
instructional objectives, and accurately a student’s current test score can used to measure with the criterion
establishes content so that estimate a score on a criterion measure, like, performance measure. Using this, we can
the test measures what it is in courses, classes or another measurement instrument. determine whether a test is
supposed measure. Construct Validity Predictive Validity useful to us as predictor or
 The evidence of the Measures the extent to Measures the extent to as substitute (concurrent)
content validity of the which a test measures a which a person’s current measure. The higher the
test is found in the Table hypothetically and test results can be used to validity coefficient, the better
of Specifications unobservable variable or estimate accurately what the validity evidence of the
 Most important type of quality, such as that person’s performance test. In establishing the
validity for classroom intelligence, subject or other criterion, such as concurrent evidence, no time
teachers achievement, performance test scores, will be at a interval is involved between
 There is no coefficient anxiety. It is established later time the administration of the
for content validity. It is through an intensive study new test and the criterion or
determined of the test or measurement established test.
judgmentally, not instrument
empirically.
Factors AFFECTING Validity of a Test Item Factors REDUCING Validity of a Test Item
1. The test itself. 1. Poorly constructed test items.
2. The administration and scoring of the test 2. Unclear directions
3. Personal factors influencing how students response to 3. Use of ambiguous items
the test 4. Very difficult vocabulary
4. Validity is always specific to a particular group 5. Complicated syntax/ sentence construction
6. Inadequate time limit
7. Inappropriate level of difficulty
8. Unintended clues
9. Improper arrangement of items
Points to Consider in Improving Validity
1. Purpose of the test
2. Instructional objectives selected of the test should represent well the instructional goals
3. Choose test item format that will best measure achievement of each objective
4. Determine number of test items required to measure adequately the performance on each objective
5. Identify when and how will the test be administered
RELIABILITY
 Refers to the consistency of measurement; that is, how consistent test results or other assessment results from one
measurement to another.
 A test is reliable when it can be used to predict practically the same scores when test administered twice to the same

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -1-

 group of students and with a reliability index of 0.50 or above.
 Reliability of a test can be determined by means of Pearson Product Correlation Coefficient, Spearman Brown Formula
and Kuder-Richardson Formula.

Factors AFFECTING Reliability:

1. Length of the test
2. Moderate item difficulty
3. Objective scoring
4. Heterogeneity of the student group
5. Limited time
METHODS OF ESTABLISHING RELIABILITY
TEST-RETEST METHOD EQUIVALENT-FORM SPLIT-HALF METHOD KUDER-RICHARDSON
METHOD
 Type or reliability  Type of reliability  Administer test once.  Administer the test once.
determined by determined by Score two equivalent Score total test and apply
administering the same administering two halves of the test. the Kuder Richardson
test twice to the same different but equivalent  To split the test into formula.
group of students with forms of the test (also halves that are equivalent,  This is applicable only in
any time interval between called PARALLEL or the usual procedure is to situation where students’
tests. ALTERNATE FORMS) to score the even-numbered responses are scored
 The result of the test the same group of and the odd-numbered dichotomously and
scores are correlated students in close separately. This provides therefore is most useful
using the Pearson Product succession. The two scores for each with traditional test items
Correlation Coefficient (r) equivalent forms are student. that are scored as right or
and this correlation constructed to the same  The test scores are wrong.
coefficient provides a set of specifications that correlated using the  KR-20 estimates of
measure of stability. This is similar in content, type Spearman-Brown formula, reliability that provides
indicates how stable the of items and difficulty. and this correlation information about the
test results are over a  The result of the test coefficient provides a degree to which the items
period of time. scores are correlated measure of internal in the test measure the
using the Pearson Product consistency. same characteristics. It is
Correlation Coefficient (r),  It indicates the degree to an assumption that all
and this correlation which consistent results items are of equal
coefficient provides a are obtained from two difficulty.
measure of the degree to halves of the test.  A statistical procedure
which generalization used to estimate
about the performance of coefficient alpha, a
student’s from one correlation coefficient is
assessment to another given.
assessment is justified. It
measures the equivalence
of the tests.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -2-