QUALITIES OF GOOD MEASUREMENT

BY: Walid M. Lominog

Jalaisah Macapanton
TABLE OF CONTENTS

01 02 03 04

QUALITIES OF GOOD VALIDITY FOUR CLASSIFIED RELIABILTY

MEASUREMENT OF Validity
 QUALITIES OF GOOD
MEASUREMENT
The development of test of any kind always requires
careful consideration of the qualities of good
measuring instruments. Particularly, for any test to
be effectively developed, it should carry the qualities
of a good test.
After reading this module, students are expected to:

1. Define and explain the characteristics of good measuring

instruments;
2. Identify the types of validity;
3. Describe what conditions can affect the validity of test
items;
4. Discuss the factors that affect the reliability of the test;
5. Estimate test reliability using different methods;
6. Enumerate and discuss the factors that determine the
usability of the test; and
7. Point out which are the most important characteristics of a
good test.
VALIDITY

What is Validity?

● Is the most important characteristic of any good test.

● Refers to the extent to which the test serves its purpose or the
efficiency with which it measures what it intends to measure.
Validity is Classified Into Four Types:

01 Content Validity 03 Predictive Validity

02 Concurrent Validity 04 Construct Validity

Content Validity

What is Content Validity?

● Refers to the extent to which the test's content truly represents the course's
content.

Three Domains of Behavior Are:

● Cognitive
● Affective
● Psycholomotor
Concurrent Validity

What is Concurrent Validity?

● Examines the relationship between the measure and criterion at the same time.

Example:

● Assessed by determining if people differ on a contract in a meaningful

(Theoretical) way.
● High/Low Extraverts in a sales task
Concurrent Validity

What is Concurrent Validity?

● Examines the relationship between the measure and criterion at the same time.

Example:

● Assessed by determining if people differ on a contract in a meaningful

(Theoretical) way.
● High/Low Extraverts in a sales task
Predictive Validity

What is Predcitive Validity?

● Scores on the measure predict behavior on a criterion measured at a time in

the future

Example:

● Used for Validiting Selection Test

● E.G., GRE, SAT, Job selcection
Conctruct Validity

What is Construct Validity?

● The extent to which the test measures a theoretical trait.

● Is concerned with the extent to which your research measure what it claims to
measure

Psychological Construct:

● Intelligence,
● Critical thinking,
● Reading comprehension or mathematical aptitude.
Different Aspects of Validity

1 2 3

The Purpose of A test Who is taking the test The Skills Tested

4 5 6

The Design Of the How the Questions are Positive impact on

Question Scored learning
FACTORS THAT INFLUENCE VALIDITY

Inappropriateness of test Poorly constructed test item

items

Unclear Direction Length of the test

Reading vocabulary and Arrangement of items

sentence structures

Level of difficulty of Items Patterns of answers

RELIABILITY
● Means consistency and accuracy. It refers then to the extent to
which a test is dependable, self-consistent and stable. In other
words, the test agrees with itself. It is concerned with the
consistency of responses from moment to moments even if the
person takes the same test twice, the test yields the same result.

● Is the consistency of scores obtained by an individual given the

same test at different times. This can be estimated using test-retest
method, alternate forms, split-half and kuder-Richardson Formula
21. The reliability of test may however be affected by the length of
test, the difficulty of test item, the objectivity of scoring heterogeneity
of the student group, and limited time.
 Factors that affect RELIABILITY
A reliable test however, is not always valid

Heterogeneity of the
Length of the test
student group
1 The longer the test, the higher
the reliability.
4 Measurement errors are smaller than
that of a group that is more
heterogeneous.

1
Difficulty of the test
2 When a test is too easy or too difficult,
it cannot show the differences among
individuals; thus it is unreliable.
5 Limited time

Objectivity Ambigous wording of

3 eliminates the bias, opinions or
judgments of the person who
checks the test
6 questions
Methods of Estimating Reliability of Test

Test-retest
Measures the consistency of results
when you repeat the same test on the
same sample at a different point in
1
time.

Parallel-forms
Measures the correlation between
two equivalent versions of a test.
2
Split-half
The test may be administered once,
but the test items are divided into two
halves.
3
 Factors that determine USABILITY

1 ADMINISTRABILITY
4 ECONOMICAL

2 SCOREABILITY

5 PROPER MECHANICAL

3 INTREPRETABILITY
Interaction
Process Analysis
– Process
Recording
By: Menzierah D. Mipanga
HISTORY OF INTERACTION PROCESS ANALYSIS

ROBERT FREED BALES

US Social Psychologist

Introduced IPA in 1950 in his book Interaction Process

Analysis: A Method for the Study of Small Groups

A system for systematically measuring

communication behaviors in groups called IPA.
 INTERACTION PROCESS ANALYSIS

Definition Purpose
● To identify
A method or technique for observing and
● To record the nature
categorizing social interaction among the
of each separate “act” in ongoing
members of small groups.
interaction

Study

EMOTIONAL INTELLECTUAL BEHAVIORAL

 12 CATEGORIES OF IPA
Seems Friendly Gives Opinion Asks for Suggestions
Any act of showing Workhorse of all the Any act that requests
hospitality, being interaction categories guidance in problem-
neighborly. solving process

Dramatizes Gives Information Disagrees

Any act that emphasizd the Any act reporting Any initial act in a
hidden meaning or factual observations sequence that reject
emotonal.

Agrees Asks for Information Shows Tension

Any act that shows Question requesting a Any act that exhibits
accord factual, descriptive answer conflict: submission
and nonconformity

Gives Suggestions Asks for Opinions Seems Unfriendly

Any act that takes the Any act that seeks an Any act that is
lead in the task inferential interpretation personally negative
direction
 PROCESS RECORDING
Definition
Are the written reports of verbal interactions
with clients. Recording of the conversation
during the interaction or the interview
between the nurse and the patient
Pre-requisite for Process Recording
• Physical Setting
• Obtaining Consent
• Maintain Confidentiality
Purpose
● To improve the quality of nurse-patient
interactions
● To assist the student nurse to plan, structuring,
and evaluating the interaction on a conscious
level
● To gain competency in interpreting and
synthesizing raw data under the supervision
● To develop awareness about own habitual,
verbal and nonverbal communication patterns
and the effects on others.
● To identify the thoughts and feelings in relation
t self and others
● To increase observational skills
 PROCESS RECORDING OUTLINE

Name, age, education level,

Description of
health problems and length of
patient stay in hospital

Date, Time, For detail on when, where, and

Place and how long it the interaction
A. Duration happen
INTRODUCTORY
MATERIAL This record the nurse own
Nurse own
thoughts and feelings before the
thought interaction

Reason of
The reason pertaining why you
choosing the would perform process recording
patient
 PROCESS RECORDING OUTLINE
B. OBJECTIVES

Should be Should be specific

formulated prior to and function as a
meeting. guide for interaction

SHORT TERM GOALS LONG TERM GOALS

To establish a To prepare the patient
therapeutic relationship and family for follow up
with patients and rehabilitation
 PROCESS RECORDING OUTLINE
C. RECORD OF INTERACTION BETWEEN NURSE AND PATIENT

Should be truthful Observe for Nurse own Patient overall

in recording what Nonverbal cues or thoughts and response towards
is said and did by response feelings should be the interaction to
self and by the recorded be recorded
patient separately
 PROCESS RECORDING OUTLINE

D. ANALYSIS OF THE INTERACTION E. SUMMARY

• Should be done by • Should end with a brief
interpreting the verbal and summary to evaluate
nonverbal behavior and whether the initial objective
patients thoughts and for the interaction were
feelings met.
• Communication • If the objective were not
techniques used by the met, provide a brief
nurse also to be recorded analysis of the reasons.
• Nurses thoughts and
feelings at the end of the
interaction and plans made
for further interaction
should be stated
• Time required to record
 FORMAT FOR PROCESS RECORDING
Name of patient: Mr./Mrs./Miss________ Name of the Hospital:
Age: Client Diagnosis:
Education Level: Date and Time:
Length of conversation and purpose:

Objective/s:
Nurse Response Patient Response Interpersonal Critiques and Analysis
(Verbal and Nonverbal) (Verbal and Nonverbal) Techniques (Effective? Ineffective?
Could have said “__”)

Conclusion:
Summary: