VALIDITY AND RELIABILITY

Question 1

refers to the decisions we
make, and not to the test itself or to the measurement.

Answer 1

VALIDITY

Question 2

Like______, validity is not all or nothing concept; it is never totally absent
or absolutely perfect.

Answer 2

REALIBILITY

Question 3

____ can never be finally determined;
it is specific to each administration of the
test.

Answer 3

VALIDITY

Question 4

It is done by examining the physical
appearance of the instrument to make it
readable and understandable.

Answer 4

FACE VALIDITY

Question 5

A type of validation that refers to the relationship between a test and instructional objectives; establishes content
so that the test measures what it intends to measure.

Answer 5

CONTENT VALIDITY

Question 6

A type of validation that refers to the measure of how accurately a student‘s
current test score can be used to estimate a score on criterion measure.

Answer 6

CRITERION-RELATED VALIDITY

Question 7

Two purpose of Criterion-related validity

Answer 7

a. concurrent
b.predictive

Question 8

It describes the present status of the individual by correlating the sets of scores
obtained from two measures given at a
close interval.

Answer 8

CONCURRENT VALIDITY

Question 9

It describes the future performance of
the individual by correlating the sets of
scores obtained from two measures given at a longer time interval.

Answer 9

PREDICITVE VALIDITY

Question 10

It is a type of validation that refers to a measure of the extent to which a test measures a hypothetical and unobservable variable or quality such as intelligence, math achievement, performance anxiety, etc.

Answer 10

CONSTRUCT VALIDITY

Question 11

FACTORS AFFECTING VALIDITY

Answer 11

1. the test itself
   2.The administration and scoring of test
2. Personal factors influencing how students
   respond to the test
   4.Validity is always specific to a particular test

Question 12

WAYS TO REDUCE VALIDITY

Answer 12

1.Poorly constructed test items
2.Unclear directions
3.Ambiguous items
4.Reading vocabulary too difficult
5.Inadequate time limit
6.Inappropriate level of difficulty
7.Unintended clues
8.Improper arrangement of items

Question 13

TEST DESIGN TO IMPROVE VALIDITY

Answer 13

1.What is the purpose of the test?
2.How well do the instructional objectives
selected for the test represent the
instructional goals?
3. Which test item format will best measure the
achievement of each objective?
4. How many test items will be required to measure
the performance adequately on each objective?
5. When and how will the test be administered?

Question 14

the consistency of measurement
(how consistent test scores or other
assessment results are from one measurement to another.)

Answer 14

REALIBILITY

Question 15

Types of Reliability
Measures

Answer 15

1.TEST-RETEST METHOD
2.EQUIVALENT FORM METHOD
3.SPLIT-HALF METHOD
4.KUDER-RICHARDSN FORMULA

Question 16

It is determined by administering the
same test twice to the same group of students with any time interval between tests.
- Measure of stability

Answer 16

TEST-RETEST METHOD

Question 17

It is determined by administering two different but equivalent forms of test to the same group of students with close intervals between tests.
- Measure of equivalence

Answer 17

EQUIVALENT- FORM METHOD

Question 18

It is determined by administering the test once to the same group of students. Scores two equivalent halves
of the test. To split the test into halves that are
equivalent, the usual procedure is to score the even-numbered and odd-numbered separately.

Answer 18

SPLIT-HALF METHOD

Question 19

it indicates the degree
to which consistent results are obtained from two halves of
the test.

Answer 19

Measure of internal consistency (SPLIT-HALF METHOD)

Question 20

It is determined by administering the test
once, then correlate the proportion/percentage of
the students passing and not passing a given item. Measure of internal consistency

Answer 20

KUDER-RICHARDSON FORMULA

Question 21

Factors affecting Reliability

Answer 21

1.Length of the test
2.Moderate item difficulty
3.Objective scoring
4.Heterogeneity of the student group
5.Limited time