Principles of High Quality Classroom Assessment:

VALIDITY AND RELIABILITY

 OBJECTIVES:
At the end of the lesson, the students are expected to:

1. Define Validity and Reliability

2. Evaluate the significance of Validity and Reliability in
assessing students’ learning.
3. Choose which among the types of Validity and
methods of Reliability suitable in assessing students’
learning.
VALIDITY
 VALIDITY
1. The degree to which the assessment instruments measure
what it intends to measure.

2. It also refers to the usefulness of the instrument for a given

purpose.

3. An important criterion of a good assessment instrument.

VALIDITY is the AGREEMENT BETWEEN A TEST SCORE AND THE
QUALITY IT IS BELIEVED TO MEASURE.

Kaplan and Saccuzzo, 2001

 TYPES OF VALIDITY

1. Content validity
2. Criterion-related validity
a.Convergent validity
b.Divergent validity

3. Concurrent validity
4. Construct validity
5. Face validity
 CONTENT VALIDITY

The instrument has a content validity if the content

and format of an instrument appropriately covers the
topics and the variables intended to be studied and
the items adequately represent the subject to be
assessed.
 CRITERION-RELATED VALIDITY

The instrument has criterion-related validity if a score

obtained by and individual is significantly associated
with a score he obtains on another instrument.
 CONVERGENT VALIDITY

It is established if the instrument defines another similar

trait other than what it is intended to measure.

i.e., critical thinking test may be correlated with

creative thinking test
 DIVERGENT VALIDITY

It is established if an instrument can describe only the

intended trait and not the other traits.

i.e., critical thinking test may not be correlated with

reading comprehension test
 CONCURRENT VALIDITY

It is the validity of the test that is established by simultaneously

applying a previously validated tool to the same phenomenon,
or data base, and comparing the result. It is a measure of how
well a particular test correlates with a previously validated
measure.
 CONSTRUCT VALIDITY

It is the validity of the test that is established by

demonstrating its ability to identify or measure the
variables of constructs that it proposes to identify or
measure. The judgment is based on the
accumulation of correlations from numerous studies
using the instrument being evaluated.
 FACE VALIDITY

A type of content validity determining the suitability of

a given instrument as a source of data on the subject
under investigation, using common sense criteria. It,
thus, refers to the obviousness of a test – the degree
to which the purpose of the test is apparent to those
taking it.
 THINGS TO REMEMBER:
1. The tests’ validity must be determined with reference to the particular use
for which the test is being considered.
2. A test is valid when it measures what it is supposed to measure.
3. When determining the validity of the test, it is important to study the result in
the setting in which they are used.
4. If a test is unreliable, it cannot be valid. For a test to be valid, it must be
reliable.
 TO HAVE A CONTENT VALID TEST:
1. Define what you are interested in measuring
2. Choose the specific aspects which require feedback
3. Judge whether your items relate to the definition you developed and
adequately cover all aspects.
RELIABILITY
 RELIABILITY

The reliability of a test is the degree of

consistency of measurement that it gives. The
degree of reliability of a test is numerically
expressed as a coefficient of correlation.
Reliability means consistency. This refers to the
consistency of the scores obtained by the same
person when retested by the same test or by an
equivalent form of the test.
 METHOD TYPE OF RELIABILITY PROCEDURE STATISTICAL MEASURE
MEASURE

TEST-RETEST MEASURE OF STABILITY Gives a test to the same Pearson r

learners with any time
interval between test
from several minutes to
several years

SPLIT HALF MEASURE OF THE Give a test once to Pearson r and Spearman
INTERNAL CONSISTENCY obtain scores for Brown Formula
equivalent halves of the
test

KR20 MEASURE OF THE Give a test once and KR FORMULA 20/21

INTERNAL CONSISTENCY correlate the proportion
or percentage of the
students passing and not
passing the given item
 FACTORS THAT AFFECT THE
RELIABILITY OF TEST
1. Adequacy
2. Objectivity
3. Testing Condition
4. Test Administration Procedure
5. Difficulty of the Test
 ADEQUACY

…refers to the appropriate length of the test and the

proper sampling of the test content.

A test is adequate if it is long enough to contain a

sufficient number of representative items of the
behaviour to be measured so that it is able to give a
true measurement.
 OBJECTIVITY

Test objectivity is achieved in so far as the

scores are independent of the subjective
judgment of the individual examiner. It
eliminates the bias, opinion or judgments
of the person who checks the test.
 TESTING CONDITION

…refers to the conditions of the examination room.

a. Conducive for learning
b. Properly lighted
c. Well ventilated
d. Comfortable seats and edges
 TEST ADMINISTRATION
PROCEDURES
The manner of administering the test also
affects the reliability. Explicit direction
usually accompany a test and they should
be followed strictly because these
procedures are standardized.
 DIFFICULTY OF THE TEST

Test should be constructed such that the

average score is 50 percent correct and
the scores range from zero to near perfect.
 IMPROVING TEST RELIABILITY

1. Increasing the number of test items

2. Heterogeneity of the student group
3. Making the test of average difficult
4. Scoring a test objectively
5. Setting time limits for consuming the test
 INCREASING THE NUMBER OF TEST
ITEMS
A longer test can contribute to
higher test reliability as it can cover
more lessons taken up in class.
 HETEROGENEITY OF THE STUDENT
GROUP
Reliability is higher when the test scores
are spread over a ranger of abilities
 MAKING TEST OF AVERAGE
DIFFICULTY
When a test is of average difficulty, scores
can be spread over a greater range than
when it is constituted only by easy and
difficulty items.
 SCORING A TEST OBJECTIVELY

When a test is scored subjectively, the same

response can be scored differently and lowers
reliability of the test results. If it is scored
objectively, an individual who takes the test
should obtain the same score regardless of who
happens to be the corrector or the examiner of
the test.
 SETTING THE LIMITS FOR
CONSUMING THE TEST
A test requiring students to complete it
within specified time limits is more
reliable than one which all students
complete with no time restrictions at
all.
THANK YOU FOR
LISTENING!
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