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Establishing Test Validity and Reliability

The document discusses test validity and reliability, including how to establish them. It defines reliability as consistency of responses during retesting, on same/equivalent tests, and across similar items. Validity means a test measures what it intends to. Methods to establish reliability and validity include examining correlations between test scores and other variables, using statistical analyses like factor analysis, and comparing scores of groups with different instruction.

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Liezel Alquiza
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26 views

Establishing Test Validity and Reliability

The document discusses test validity and reliability, including how to establish them. It defines reliability as consistency of responses during retesting, on same/equivalent tests, and across similar items. Validity means a test measures what it intends to. Methods to establish reliability and validity include examining correlations between test scores and other variables, using statistical analyses like factor analysis, and comparing scores of groups with different instruction.

Uploaded by

Liezel Alquiza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Establishing Test Validity and

Reliability
• Desired Significant Learning Outcomes
In this lesson, you are expected to:
Use procedures and statistical analysis to
establish test validity and reliability;
Decide whether a test is valid or reliable; and
What is test reliability?

• Reliability is the consistency of the responses


to measure under three conditions:
(1) when retested on the same person;
(2) when retested on the same measure; and
(3) similarity of responses across items that
measure the same characteristic. In the first
condition, consistent response is expected when
the test is given to the same participants.
• In the second condition, reliability is attained if
the responses to the same test is consistent
with the same test or its equivalent or another
test that measures but measures the same
characteristic when administered at a different
time. In the third condition, there is reliability
when the person responded in the same way
or consistently across items that measure the
same characteristic
There are different factors that affect the reliability of a measure. The reliability of a measure can be high or low, depending on the following factors:

• 1. The number of items in a test - The more items a test has,


the likelihood of reliability is high. The probability of obtaining
consistent scores is high because of the large pool of items.
• 2. Individual differences of participants - Every participant
possesses characteristics that affect their performance in a
test, such as fatigue, concentration, innate ability,
perseverance, and motivation. These individual factors change
over time and affect the consistency of the answers in a test.
• 3. External environment - The external environment may
include room temperature, noise level, depth of instruction,
exposure to materials, and quality of instruction, which could
affect changes in the responses of examinees in a test.
What are the different ways to
establish test reliability?
• There are different ways in determining the
reliability of a test. The specific kind of
reliability will depend on the (1) variable you
are measuring, (2) type of test, and (3)
number of versions of the test.
What is test validity?

• A measure is valid when it measures what it is


supposed to measure. If a quarterly exam is
valid, then the contents should directly
measure the objectives of the curriculum. If a
scale that measures personality is composed of
five factors, then the scores on the five factors
should have items that are highly correlated. If
an entrance exam is valid, it should predict
students' grades after the first semester.
• A coordinator in science is checking the
science test paper for grade 4. She asked the
grade 4 science teacher to submit the table of
specifications containing the objectives of the
lesson and the corresponding items. The
coordinator checked whether each item is
aligned with the objectives.
• The assistant principal browsed the test paper
made by the math teacher. She checked if the
contents of the items are about mathematics.
She examined if instructions are clear. She
browsed through the items if the grammar is
correct and if the vocabulary is within the
students' level of understanding.
• The school admission's office developed an
entrance examination. The officials wanted to
determine if the results of the entrance
examination are accurate in identifying good
students. They took the grades of the students
accepted for the first quarter. They correlated the
entrance exam results and the first quarter
grades. They found significant and positive
correlations between the entrance examination
scores and grades. The entrance examination
results predicted the grades of students after the
first quarter.
• A school guidance counselor administered a
math achievement test to grade 6 students. She
also has a copy of the students' grades in math.
She wanted to verify if the math grades of the
students are measuring the same competencies
as the math achievement test. The school
counselor correlated the math achievement
scores and math grades to determine if they
are measuring the same competencies.
• A science test was made by a grade 10 teacher
composed of four domains: matter, living things, force
and motion, and earth and space. There are 10 items
under each domain. The teacher wanted to determine
if the 10 items made under each domain really
belonged to that domain. The teacher consulted an
expert in test measurement. They conducted a
procedure called factor analysis. Factor analysis is a
statistical procedure done to determine if the items
written will load under the domain they belong.
• A math teacher developed a test to be administered at the
end of the school year, which measures number sense,
patterns and algebra, measurement, geometry, and
statistics. It is assumed by the math teacher that students'
competencies in number sense improves their capacity to
learn patterns and algebra and other concepts. After
administering the test, the scores were separated for each
area, and these five domains were inter correlated using
Pearson r. The positive correlation between number sense
and patterns and algebra indicates that, when number
sense scores increase, the patterns and algebra scores also
increase. This shows student learning of number sense
scaffold patterns and algebra competencies.
• An English teacher taught metacognitive awareness
strategy to comprehend a paragraph for grade 11
students. She wanted to determine if the
performance of her students in reading
comprehension would reflect well in the reading
comprehension test. She administered the same
reading comprehension test to another class which
was not taught the metacognitive awareness
strategy. She compared the results using a t-test for
independent samples and found that the class that
was taught metacognitive awareness strategy
performed significantly better than the other group.

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