It is the degree to which a certain

inference from a test is appropriate or

meaningful (Drummond, 2000)
It is the extent to which a test does the
job desired of it; the evidence may be
either empirical or logical (Lyman, 1991)
It is the extent to which a test measures
what it is supposed to measure (Murphy
& Davidshofer, 1998)

Types

Purpose

Procedure

Types of Tests

Content

To compare
whether the test
items match the
set of goals and
objectives

Compare test
blueprint with
the school,
course, program
objectives. Use
panel of experts
in content area
(eg teachers,
professors)

Survey
achievement
tests, Criterionreferenced tests,
examinations

Types

Purpose

Procedure

Types of Tests

Criterion:
Predictive

To determine
whether there is
a relationship
between a test
and a criterion
measure to be
obtained in the
future

Correlate test
scores with
criterion
measure
obtained after a
period of time

Scholastic
aptitude, General
aptitude
batteries,
Prognostic tests,
Readiness tests,
Personality tests

Types

Purpose

Procedure

Types of Tests

Construct

To determine
whether a
construct exists
and to
understand the
traits or
concepts that
make up the set
of scores or
items

Conduct
multivariate
statistical
analysis,
discriminant
analysis,
multivariate
analysis of
variance

Intelligence
tests, aptitude
tests, personality
tests

It refers to the degree to which test scores

are consistent, dependable or repeatable;
it is the function of the degree to which
test scores are free from errors
(Drummond, 2000)
It refers to the consistency of test scores
obtained by the same persons when
reexamined with the same test on different
occasions, or with different sets of
equivalent items, or under other variable
examining conditions (Anastasi and Urbina,
1997).

The concept of reliability underlies the

error of measurement of a single score
whereby we can predict the range of
fluctuation likely to occur in a single
individuals score as a result of irrelevant
chance factors.
The other concept of reliability refers to the
consistency of a test based on the
number of items in the test and the
average inter correlations among all
items and computing the average of
these inter correlations among test items.

Method

Procedure

Coefficient

Problems

Test-retest

Same procedure
given twice with
time interval
testing

Stability

Memory effect
Practice effect
Change over
time

Alternate forms

Equivalent tests
given with time
between testing

Equivalence
and stability

Hard to develop
2 equivalent
tests
May reflect
change in
behavior over
time

Method

Procedure

Coefficient

Internal
Consistency

One test given at Equivalence and

one time only
internal
(test divided into consistence
part in split-half)

Problems
Uses shortened
forms (split half)
Only good if
traits are unitary
or homogenous
Gives high
estimate on a
speeded test
Hard to compute
by hand