JANINE ANNE L.

DE VERA BSED – SCIENCE 2 - 1

VALIDITY

1. Content Validity
Example:
For instance, the teacher wishes to validate a test in English. He request experts in English to validate if
the test items measure the knowledge, skills and values it supposed to measure in course content/syllabus.
To validate each item, the experts check the options per item – 3 (Retain), 2 (Revise), or 1 (Reject). If the
mean per item is 2.5 to 3, the item is said to be retained; if 1.5 to 2.4, revised; and 1.0 to 1.4, deleted.

2. Concurrent Validity – provides an estimate of a student’s current performance in relation to a previously

validated or established measure.

Example:
For instance, the teacher wants to validate the Mathematics achievement test that he has constructed.
He administers the Mathematics test to a group of students. The result of the test is correlated with an
acceptable Mathematics test which has been previously proven as valid. If the correlation is “high”, the
Mathematics test that he has constructed is valid.

3. Predictive Validity – the power or usefulness of test scores to predict the future performance.
Example:
For instance, the teacher wishes to estimate how well a student may do in the graduate courses on the
bases of how well he has done on the test he has undertaken in his undergraduate courses. The criterion
measure against which the test scores are validated and obtained are available after a long period of interval.

4. Construct Validity
Example:
For example, a teacher wishes to establish the validity of an IQ test to Grade 5 students by using SCRIT
(Safran Culture Reduced Intelligence Test). He hypothesizes that students with high IQ also have high
achievement and those who have low IQ have low achievement. He therefore, administers both SCRIT and
achievement test to group of Grade 5 students with high IQ and low IQ, respectively. If the results reveal
those students with high IQ have high scores in the achievement test and those with low IQ have low scores
in achievement test, hence, the test is valid.

RELIABILITY

1. Test-Retest Method

In test-retest method, the same test is administered twice to the same group of students and the correlation
coefficient is determined.
Spearman rank correlation coefficient or Spearman Rho is the statistical tool used to measure the
relationship between paired ranks assigned to individual scores on two variables, X and Y of the first
administration (X) and second administration (Y). To obtain the value of Spearman Rho (𝑟𝑠 ), consider the
formula below:
 JANINE ANNE L. DE VERA BSED – SCIENCE 2 - 1

𝟔𝜮𝑫𝟐
𝒓𝒔 = 𝟏 − 𝑵𝟐−𝑵

Where:
𝑟𝑠 = Spearman rho
Σ𝐷 2 = sum of the squared difference between ranks
N = number of cases

Steps to follow the formula:

1. Rank the scores of the respondents from highest to lowest in set X.
2. Rank the scores of the respondents from highest to lowest in set Y.
3. Find the difference for every pair of ranks to get D.
4. Multiply the difference by itself to get 𝐷 2 .
5. Add or total 𝐷 2 to get Σ𝐷 2 .
6. Compute Spearman rho (𝑟𝑠 ) by using the formula above.

Example: Spearman rho Computation of First and Second Administrations of Achievement Test sing Test-
Retest Technique in Mathematics

Interpretation of Correlation Value

 JANINE ANNE L. DE VERA BSED – SCIENCE 2 - 1

2. Parallel Forms Method

Parallel or equivalent forms test is administered to a group of students and the paired observation
is correlated. In constructing parallel forms, the two forms of the test must be constructed that the
content, type of item test, difficulty, and instruction of administration are similar but not identical.
Pearson product moment correlation coefficient is the statistical tool used to determine the
correlation of parallel forms. Consider the formula below.

(𝑁)(Σ𝑋𝑌) − (ΣX)(ΣY)
𝑟𝑥𝑦 =
√[(𝑁)(Σ𝑥 2 ) − (Σ𝑋)2 ][(𝑁)(𝛴𝑌 2 ) − (Σ𝑌)2 ]

Example: Sample Correlation Computation of Parallel Forms in 70-item Achievement Test.

3. Split-Half Method
This is administered once, but the test items are divided into two halves. The common procedure is to
divide the test into odd and even items. The two hales must be identical in content, number of items,
difficulty, means and standard deviations. The scores obtained in the two halves are correlated. The
result is reliability coefficient for a half test using the Spearman-Brown formula.
2(rht )
rwt =
1 + rht

Where:
rwt = Reliability of whole test
rht = Reliability of half test
 JANINE ANNE L. DE VERA BSED – SCIENCE 2 - 1

Example: Computation of Reliabilty Coefficient of Odd and Even Items using Spearman-Brown Formula

4. Internal Consistency Method

Internal consistency method is used in a test that consists of dichotomous (i.e. True or False, Yes or No,
etc). The examinee either passes or fails in an item. A rating of 1 (one) is assigned for correct answer and
0 (zero) for incorrect answer. This method is obtained by using Kuder-Richardson Formula 20.

𝑵 𝑺𝑫𝟐 − 𝜮𝒑𝒊 𝒒𝒊
𝒓𝒙𝒙 = 𝒙
𝑵−𝟏 𝑺𝑫𝟐

Where: N = Number of items

𝟐
𝑺𝑫 = Variance
𝜮𝒑𝒊 𝒒𝒊 = Product of passing and failing item i

The proportion of individuals passing item i is denoted by the symbol 𝒑𝒊 and the proportion failing is
denoted by 𝒒𝒊 , 𝒘𝒉𝒆𝒓𝒆 𝒒𝒊 = 𝟏 − 𝒑𝒊

Example: Consider the table below as a 15-item test administered to 12 students using Kuder-Richardson
Formula 20.