ANSULA, HAZEL L.

DECEMBER 19, 2020

INK, LINK TO SINK IN

Instruction: Decide whether each statement below is true or false. Defend your answer.

1. To be valid, a test must provide consistently accurate measurements.

 False, a test is considered to be valid if it provides results that accurately measures

what it is supposed to measure. On the other hand, a test is said to be reliable if it
consistently measures what it is intended to measure. Difference here is that
validity of a test is concerned with the accuracy of the measurements whereas
reliability is on the consistency of measurements.

2. A test must be reliable to be valid

 True, a test cannot be valid unless it is reliable. if a test produces accurate results
or measurements, then it should be reproducible.
.
3. A reliable test may not be valid at all.

 True, a reliable test may not always be valid. The results of the test might be
reliable or reproducible but they’re not necessarily correct. Like for instance, a
student’s score may be consistent over different test forms or will have the same
score regardless when or where they take it, but if the test measures the wrong
competencies/ skills, then the scores will not be useful for their intended purpose.
Thus, the test here is reliable but not valid.
 WORKSHOP 2
Instruction:
1.) Criticize the test below based on its extent of validity and reliability.
2.) Identify measures to ensure the:
a.) validity
b.) reliability of the test

The test is designed to measure the writing skills of the test takers and to examine this,
validity and reliability measures are considered. The test contains two tasks, one is writing a
letter in response with the advertisement and the other is filling in the application form (wherein
some of the items are marked subjectively). It is clear that the test seeks and measures the writing
ability of the test takers but some factors in the test are considered insufficient on other grounds.
First for validity measures, since the test looks into the writing skill and majority of the
tasks is focused on a variety of aspects such as letter composition and answering subjective type
of questions, the test is regarded to be valid in terms of its content at some point. However, the
test itself is also ambiguous since it was not specified as to what aspects/factors in linguistic
accuracy (like correct use of grammar, syntax, word forms, vocabulary, clarity and fluency etc.,)
the test is trying to assess. Hence, the test failed to provide assessment criteria and scoring rubric
to quantify whatever it is to be evaluated. Aside from that, the tasks should elicit writing that is
truly representative of the students’ writing ability so it should have been more elaborate so that
connections between the skills assessed and tasks are established. Since it was not also indicated
as to what type of students are being assessed (could be their grade level or level of proficiency)
we cannot really predict if it matches to the expected level of language ability and degree of
difficulty. Accordingly, in terms of criterion validity, if the test takers would have been for
college students, we could imply that test was too simple and would not really build up the
writing skills that will enable test takers perform greater tasks in the future. In terms of face
validity, the assessment items itself appeared to be appropriate as activities used accurately
determine the writing skills/abilities by expressing their inquiry, ideas and knowledge through
letter writing and essay type composition.
In reliability measures on the other hand, the suitability of the questions and number of
tasks for the students is put into question. The questions/tasks are only limited to assess the
writing skill of the test takers thus, a minimal essay type questions (like in task 2) may be biased
in favor of some students and any task of this nature is unlikely to elicit an adequate sample upon
which decisions can be made.
When assessing a particular skill in language, we can’t really test everything. It is
important that what is tested is a fair representation of the area of learning we ought to measure.
Considering the content of our assessments as part of establishing validity, we have to be very
aware of our initial learning intentions and able to demonstrate the links between them and the
tasks or assessment items we are producing. In ensuring reliability as well we have to take
enough samples of behavior, make sure questions or tasks are suitable for the test takers being
assessed, construct items that are unambiguous, provide clear and explicit instructions and ensure
that test are perfectly laid out and legible for the test takers. Both validity and reliability therefore
are meaningful measurements that should be taken into account for us to produce good quality
and effective tests for our students.