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Theoretical Framework
Theoretical Framework
Theoretical Framework
Validity
The term validity refers to the extent to which a test measure what it is
supposed to measure and no anything else (Coombe, 2007 and Brown, 2004).
There are types of Validity; Content, construct and face validity. Content validity
means that the test assesses the course content using formats familiar to the
students (Coombe, 2007). According to Brown, (2004) there are two types of test
that would help us to understand, in other way, content validity; direct test where
the test-taker perform the target task and indirect test where learner do not perform
the task. Construct validity refers to the fit between theories and methodology of
language learning with the type of assessment (Coombe, 2007). According to
Bachman, (1997) a construct is a specific definition of an ability that provides the
basis for a given test or test task, so the term construct validity is used to refer to
the extent to which we can interpret a given test score as an indicator of the ability
or construct we want to measure. Brown, (2004) refers to a consequential validity
which refers to the consequences of a test on the learner. Face validity means that
the test looks as though it measure what it should measure (Coombe, 2007).
Brown, (2004) refers to face validity as a facet of consequential validity where
students view the assessment a fair and relevant for their improving learning.
Reliability
Authenticity
It refers to the way in which the test will be implemented, and to the degree,
whether it will be developed and used at all (Bachman, 1997). A test is practical
when it is not excessively expensive, it is easy to administer and has a scoring
procedure that is specific and time-efficient (Brown, 2004).
Impact
Washback
Transparency
Security
It is part of both reliability and validity for all tests. Teachers should be able
to produce parallel forms of test that are secure, in order to keep reliability and
validity (Coombe, 2007).
Interactiveness