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Name: Mark Kenneth Arboleda Date of Submission: September 9, 2021

Course/ Year/ Block: BSEd II English Blk. 4

Content Validity

From the name itself this type of validity highlights the contained topic or
subject matter that purposely measure what needed to be measured
through the use of measurement materials. The students was disappointed
to the result of the examination. The reason behind this is most of the
topics that they have review based on the given pointers by their teacher
doesn’t included but those unfamiliar topic that has less relevance to the
weekly overall lessons dominates the questionnaires.

Concurrent Validity

This is a type Criterion validity of which either two examination should be

held at the same period of time or day. According to my research
Concurrent validity aims to measure the efficiency of the new test to the
well-established test. Two different class have taken the same set of test
fortunately majority of both students passed the given test. Therefore it
concludes that both of the class participants is knowledgeable in this topic
as well as the effectiveness of the questionnaires.

Predictive Validity

Is the extent to which the predictions comes up through enough and valid
evidences that might consider as factors for this kind of outcome to be
expected. Mr Manansala the top students in our school got accepted in
the University of the Philippines Diliman because his University Predicted
Grade is 2.120.
Construct Validity

This validity scales the traits and behaviour of the test takers of which
construct refers as the theorized psychological or ideological construct is
addressed though this certain measurement material. In their English
subject the students take an examination prepared by their teacher to
attest the development in understanding towards the lesson that they
previously discussed. This commonly focuses on their knowledge and
language ability.

Exercise 2

What will you do to establish the following validities? You can consult
other books and or if you have an access to some teachers, ask them to
share their experience with you to answer the question. Use separate paper
for your answer.

Content Validity

To produce a measurement material such as test that should apply this

content validity is by simply following and including all the important topics
as it supply the expected content. As early as possible create drafts
questions as many as you can that will composed the prepared test by
selecting more relevant that will surely suits the goal and instances.

Concurrent Validity

For the concurrent validity to be proven effective the one who prepare the
test should always considers the background of the test takers. The more
they are different they are the higher the risk of failure to occurred.

Predictive Validity

In this validity the most important aspects that should taken into account
are the overall performance and tools that has big impact for that
predictions to happen. Expectation occurs for various reason but in this
case it should be acceptable and reasonable standards.

Construct Validity
The goal of this validity is commonly to authenticate the intelligence, skills,
proficiency, emotional status, etc. So the content of this must be on
accords to the goal to measure the external feature of examinee or their
behaviour. The most important element that this test should contain is the
factors to measure the psychological theory that the teacher beholds to
define the quality of the students in a specific area of field.

Exercise 3

In your own words, explain reliability. If possible give a situation. Use a

separate sheet of paper for your answer.

According to Merriam Webster dictionary Reliability refers as the

extent to which an experiment, test/ exam, or any measuring equipment
for the certain procedure yields the same and stable result even on
multiple trials. The definition given above authenticate the actual
meaning of the term Reliability that support the stance that the modules
beholds.

The term Reliability came from the root word rely and the adjective
form reliable whereas its synonymous terms are trustworthy, sure and
dependable. It is very self-explanatory of how we can differentiate that
the information is reliable. But for the benefit of the doubts I’ll give a
relatable example and situation for us to really perceive its definition
deeply.

Gina’s friend Tommy is asked if he already had fully understood the

lesson. So Gina and her other friends ask for Tommy’s help for answering
the modules. He explains to them individually the summary and key points
of how they can understand and answer the given activity with different
words used but has the same thoughts and ideas conveyed. Luckily Gina
and her friends submitted the answer sheet and completely understand
the topic through Tommy’s assistants.

As we focused on the content of this module 9 there are various of

methods we can utilize to distinguish whether the result of the test is
Reliable or not. Those are the Test- retest, Split-half, Parallel and lastly the
internal consistency method.
 Exercise 4
Directions: Determine the reliability coefficient and make your conclusion
whether the test is reliable or not. Use separate sheet for your answer.

Student A B Ranks Difference

A B D D2
1 75 66 3 7 4 16
2 34 48 19 17 2 4
3 38 43 18 18 0 0
4 53 41 15 19 4 16
5 78 62 2 11.5 9.5 90.25
6 80 70 1 4.5 3.5 12.25
7 66 80 7 1 6 36
8 58 67 13 6 7 49
9 44 50 17 15.5 1.5 2.25
10 74 70 4 4.5 0.5 .25
11 58 63 13 9 4 16
12 62 62 10 11.5 1.5 2.25
13 65 62 8 11.5 3.5 12.25
14 58 61 13 14 1 1
15 47 50 16 15.5 0.5 .25
16 71 73 6 3 3 9
17 62 62 10 11.5 1.5 2.25
18 33 40 20 20 0 0
19 73 75 5 2 3 9
20 62 65 10 8 2 4
Sum of D2 282

Take note that N = 20

Solutions:
𝟏−𝟔 (𝑫𝟐 ) 𝟏−𝟔 (𝑫𝟐 ) 2 (𝑟ℎ𝑡)
Rs = Rs = Rwt =
𝑵𝟑 −𝑵 𝑵𝟑 −𝑵 1+𝑟ℎ𝑡

1−6 (282) 1−6 (282) 2 (.𝟕𝟖𝟕𝟗)

= = =
203 −20 203 −20 1+ .𝟕𝟖𝟕𝟗

1−(1692) 1−(1692) 1.5758

= = =
8,000−20 8,000−20 1 .𝟕𝟖𝟕𝟗

1−(1692) 1−(1692)
= 7,980
= 7,980
= .8831 or .88 High Relationship

= 1- .2120 = 1- .2120 Therefore the test is reliable.

=.79 = .7879 or .79

The Reliability coefficient is .79 which

means this is both of the test results has
high relationship. Therefore the test is
reliable.

Exercise 5

Student A B Ranks Difference

A B D D2
1 63 65 4 3 1 1
2 52 51 7 8 1 1
3 28 33 17 17 0 0
4 36 38 15 14 1 1
5 44 41 11 11.5 .5 .25
6 56 57 6 6 0 0
7 65 64 3 4 1 1
8 72 70 1 1.5 .5 .25
9 45 47 10 10 0 0
10 37 39 13.5 13 .5 .25
11 39 41 12 11.5 .5 .25
12 51 53 8 7 1 1
 13 61 63 5 5 0 0
14 68 70 2 1.5 .5 .25
15 48 49 9 9 0 0
16 37 35 13.5 14.5 1 0
17 35 35 16 14.5 1.5 2.25
Sum of D2 8.5
Solutions:

1−6 (𝐷2 ) 1−6 (𝐷 2 ) 2 (𝑟ℎ𝑡)

Rs = 𝑁 3 −𝑁
Rht = 𝑁 3 −𝑁
Rwt = 1+𝑟ℎ𝑡

1−6 (8.5) 1−6 (8.5) 2 (.9895)

= = =
173 −17 173 −17 1+ .9895

1−(51) 1−(51) 1.979

= = =
4913−17 4913−17 1 .9895

1−(51) 1−(51)
= = = .9947 or .99 Very High Correlation
4,896 4,896

= 1- .0104 = 1- .0104 Therefore the test is reliable.

= .99 =.9895 or .99

The Reliability coefficient is .79 which means this is both of the test results has
Very High Correlation. Therefore the test is reliable.

Pease check your own work. Do it again to verify whether your

answer is correct.

Exercise 6

Directions: Determine whether the test reliable or not.

Students Scores Ranks Difference
X (odd) Y (Even) rx ry D D2
1 82 78 1 2.5 1.5 2.25
2 50 78 10 2.5 7.5 56.25
3 65 59 3 7 4 16
4 33 45 12.5 11 1.5 2.25
5 28 33 14 14 0 0
6 67 79 2 1 1 1
7 52 41 9 12 3 9
8 33 49 12.5 9 3.5 12.25
 9 61 47 5 10 5 25
10 53 39 8 13 5 25
11 60 75 6 4.5 1.5 2.25
12 48 63 11 6 5 25
13 64 75 4 4.5 .5 .25
14 55 57 7 8 1 1
Sum of D2 177.5

After reviewing your answer, finally do this:

Solutions:
1−6 (𝐷2 ) 1−6 (𝐷 2 ) 2 (𝑟ℎ𝑡)
Rs = Rht = Rwt =
𝑁 3 −𝑁 𝑁 3 −𝑁 1+𝑟ℎ𝑡

1−6 (177.5) 1−6 (177.5) 2 (.𝟔𝟎𝟗𝟖)

= = =
14 3 −14 14 3 −14 1+.𝟔𝟎𝟗𝟖

1−(1,065) 1−(1,065) 1.2196

= 2,744−14
= 2,744−14
= 1.𝟔𝟎𝟗𝟖

1−(1,065) 1−(1,065)
= 2,730
= 2,730
= .7576 or .76 High relationship

= 1- .3901 = 1- .3901 Therefore the test is reliable.

= .61 =.6098 or .61

The Reliability coefficient is .61 which denotes the

test as marked or moderate relationship. Therefore
the test is not reliable.

Exercise 6

Students Scores Ranks Difference

X (odd) Y (Even) rx ry D D2
1 33 40 14 11 3 9
2 41 46 10 9 1 1
3 55 51 5 6 1 1
4 63 65 3.5 3.5 0 0
5 38 35 12 13.5 1.5 2.25
6 51 48 6 7.5 1.5 2.25
7 63 65 3.5 3.5 0 0
8 50 48 7 7.5 .5 .25
9 42 40 9 11 2 4
 10 71 74 1 1 0 0
11 29 33 15 15 0 0
12 36 35 13 13.5 .5 .25
13 47 52 8 5 3 9
14 40 40 11 11 0 0
15 67 71 2 2 0 0
Sum of D2 29
Solutions:

1−6 (𝐷 2) 1−6 (𝐷2 ) 2 (𝑟ℎ𝑡)

Rs = 𝑁3 −𝑁
Rht = 𝑁 3 −𝑁
Rwt = 1+𝑟ℎ𝑡

1−6 (29) 1−6 (29) 2 (.𝟗𝟒𝟖𝟑 )

= 153 −15
= 153 −15 = 1+.𝟗𝟒𝟖𝟑

1−(174) 1−(174) 1.8966

= = =
3,375−15 3,375−15 1.𝟗𝟒𝟖𝟑

1−(174) 1−(174)
= = = .9736 or .97 Very High Correlation
3360 3360

= 1- .0517 = 1- .0517 Therefore the test is reliable.

= .95 = .9483 or .95

The Reliability coefficient is .95 which it denotes

Very High Correlation. Therefore the test is not
reliable.
 My Reflective
Analysis
Based from the given exercises, were you able to learn? Which part of the lesson
do you find very difficult? Can you establish the validity of your test later?

Yes the imposed exercises above is a bit difficult but still tolerable. The part of
the lessons that I’ve encountered difficulty is the soling process because I’m not
that good in math but as I understand the formula It made me realized that I
can solve it on my own. Yes through this module I think I can now establish the
validity because the clarity of needed information to deeply understand this
critical topic is provided in this material.

My level of knowledge based on the rating scale below:

Indicators

1. I can easily prepare the

required outputs.
2. I have a clear grasp of
the different concepts
in this topic.
3. I find it easy to do all the
tasks given.
4. After reading varied
materials I found myself
to have a wide
knowledge about the
topic
Over-all self-rating
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Exercise 1
Suggestions Explanation
1 Creating a draft of which
serves as basis of what
concept and types of test
will be suitable and
applicable as early as
possible is highly
recommended when a
teacher is preparing a test.
2 The items should also has
varieties of type to measure
the level of learning of the
students and of type of test
they are more comfortable
including difficulty levels.
Such as multiple choice,
essay, true or false,
matching and fill in the
blanks. The variation of
items makes students to
think critically and analyse
the questions before they’ll
come up to their answers.
Also strategic mind will be
imposed as they utilize their
preferred style in
answering.
3 A well organize and
systematic arrangement of
the items will provide a hint
for the learners on the
strategies he will impose
while answering the
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Situation
During the discussion
Ma’am Shiela noted those
possible ideas that she later
includes in her initial draft of
weekly test. In this way it is
more convenient for
Ma’am Shiela to transform
it into test items.
Mr Pedro imposed
matching and essay type
of test along with their level
of difficulty. On their topic
types of traditional
instruments, the matching
type is suitable which is
usually the easiest part but
the essay with a maximum
of 100 words whereas the
students is assigned to
explain the characteristics
and differences of each
types of musical
instruments in MAPEH
subject.
Mr Vic ascends the multiple
item question of test II from
easiest and basic to the
most difficult items that will
distinguish how depth the
grasp of learning does the
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prepared test. This should
be from the easiest part to
the most difficult types
items because for them not
to waste too much time
most of the students
answers first the easiest
ones the lastly they will
proceed to the most
difficult one to manage the
limited given time.
4 In the initial part of making
a test questionnaires, the
provision of numerous items
and questions as draft that
might be included in the
exam is very important.
Omitting the items which is
less important or has less
impact to students learning
should be done. The test as
a cultivating material of
knowledge should contain
valuable information to be
effective.
5 The drafts that have been
made should be
undergone in multiple
revisions. Any form of error
that may confuse the
learners in determining the
right answers such as
typographical, political
and grammatical will hold
the teachers responsible. In
the latter part this confusion
might also proceed to poor
decision making and also
this aftermath usually end
with poor evaluation of
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students gained in the
lesson in Social study
subject.
In the final draft of Mr.
Patrol’s test questionnaire
he eliminated the items of
which is less relevant on the
exams topic
Photosynthesis. Rather than
asking about the
contribution of human to
plants preservation he
focuses on the functions of
plants parts in this process.
Teacher Sta. Maria come
up with a first draft that she
herself checked the
content of each items. The
same process goes with the
final draft as she intends to
assure the rightfulness of
the items she also ask for
colleagues help to check
the grammar and the
organization of the
questions.
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students learning
development.
6 The itinerary of exams is to
molds students to think,
analyse and decide
critically in the examination
but it is effective if the
presence of the whole
content function is
provided to all the given
items. This concludes that
this is also additional factor
to determine the answers
correctly despites of its
level of its difficulty.
7 Each of the items has
relations to each other that
is also the main reason of
why does the items that
with the same types should
be grouped. This might
discard the obscurity in the
items it rather highlights the
students learnings of which
teacher can effortlessly
determine those topics that
the students hardly
understand.
8 There should not be regular
pattern of sequence
responses that will be
present on the test. The
sequence pattern should
have variety for that will be
considering in term of
situation such like this.
Different of sequence
might enhance our stimuli
to respond quickly
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Instead on focusing on the
grammar of the each
question Ma’am Marivic
find ways of how to include
the meaning and definition
along with their correct
grammatical form in all of
the items. A way such this
has positive result not only
to the test but also to the
learning and
enlightenment of all the
students that will be gain in
this test rather than
confusion.
The Mathematics teacher
Mara grouped the items
depending on the level of
its difficulty. Of course,
Teacher Mara do this for a
purpose. In this way she is
considering the students
situation while answering
the tests because this can
make the students aware
of what items will they be
focusing on.
In all the items that is
included in the periodical
test the teacher make sure
that there is no sequence
pattern that will easily
determine the answer most
importantly to the difficult
ant most difficult part of
group items.
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depending on the situation

we are in. In short by various
sequence pattern it
proceed to the
development of our
cognitive capabilities.
9 Having a clear direction in
each of the test is fatal for
the test to be organised,
well reversed and does not
complicate students in
answering. This certain
suggestion is at the last part
but also has a big role in the
whole concept of the test
and also to the potential
results.
Mrs Ibarra provide a clear
direction of which they
should write the letters of
their chosen answer before
the number of each items
for them not to encircle the
letter of their answers. In this
way it will be easier for the
students or teachers as
responsible of checking the
test papers.

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My Reflective
Analysis
How do you find the exercises? Write your reflective analysis in a separate
sheet of paper.

The exercises in this modules is difficult as always but this motivates and
enlightens me about the importance of learning and perseverance to acquire the
information that will be utilized in the near future in this field of profession.

My level of knowledge based on the rating scale below:

Indicators

1. I can easily prepare the

required outputs.
2. I have a clear grasp of
the different concepts
in this topic.
3. I find it easy to do all the
tasks given.
4. After reading varied
materials I found myself
to have a wide
knowledge about the
topic
Over-all self-rating

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Exercise 1
Rule
1 The test should be held
Administer the test in an
environmental familiar to
the students.
2 Having a distance towards
Students should sit apart,
free from books and
notebooks, otherwise test
items may be arrange in
different orders for sitting
close to each other.
3 Errors
Typographical errors
should be corrected to the
class before the test starts.
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Explanation
where there are free from
distraction or at least has
less factor of disturbances
that might exist during the
test for the students exam
sakes.
each other is strongly
needed in this situation. As
well as the presence of
notes and books in the
area of examination is
prohibited for a low
probability of cheating in
the given test.
such as
typographical should be
addressed at the
beginning part of the exam
for students to be aware
and to think of how to deal
with It when they encounter
those mentioned errors in
the exam.
Situation
Mostly of the test were
done in our classroom
where all the students are
already accustomed.
Due to lack of spaces in the
classroom Sir Patrik formed
a two different orders of
test, the set A and set B
varies every rows. Through
this the chance of copying
and cheating is lessened.
On the number 16, 30 and
35 the misspelled words in
those mentioned items has
been corrected during the
distribution of the test
papers. While in the
number 35, Mrs Famatiga
clarified that the
accidental disarrangement
of the a and b should be
disregarded as we not
based on their position but
instead in the letters of
choice.
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4 Reminding the students on All the subject teachers

Give complete and clear the direction of the
directions before the test provided test is very
begins and questions important to guide them in
about the direction should following the direction for
not be entertained while the exam to be done
the test is on progress. without any issues.
5 As early as possible the
The distribution of test teacher should distribute
materials must be planned the materials based on the
in advance to save time plan he or she consider.
and effort. See to it that There are different types of
every examinee is distribution it is upon the
supplied with test teachers preference on
materials. how does it would work.
6 If there is unnoticed error or
Entertain briefly questions any confusion about the
raised while the test is test the teachers should
going. gladly answer these issue
in the short period of time
uring the test.
7 On the every test providing
In the timing test, the materials that will inform
examiner should write on students on the schedules
the board the time the test of each subjects when it
was started, the time it will will start and expected to
end and the time before be ended is necessary for
the questions are pointed the students to manage
out. their time wisely.
8 Any unnecessary activities
The testee or examinee that will be the students’
should not be allowed to gateway to go outside the
leave the examination perimeter of test area must
room except for the not be tolerate. Intrinsic
personal nnecessities, but facilitating the examination
process is significant to
who prepared the exam
gave the instructor or those
who assigned to facilitate
the exam instruction to
remind the students about
the instruction of each test.
Mrs. Sonia always do the
usual way of distribution in
most of the test she
prepared. It is by initially
providing questionnaires
to the students in the first
columns that should be
exact to the numbers of
students as to be
distributed from first
students of each rows.
Marjaux ask the teacher of
why there is no right answer
in the item 24 of the exam
and the teacher explained
that if they think that there
were no valid answer for
them they should leave it
blank.
On our final exam our
facilitating teacher wrote
the whole schedule of the
exam for us to make use of
all that given time to
compose ourselves in
answering the
examination.
Sir Ciao provided a brief
time for the students to do
their personal things they
needed to do before the
exam begins. He also
warns the students that only
limited person, time

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within reasonable time attain and be free from depending on the reasons
limit. cheating. of going will be given.
9 This was a self-explanatory Ma’am Samantha
Collect the test materials rules wherein the teachers collected the
carefully and quickly. usually do this themselves questionnaires in Periodical
but not at all times. exam after all the Grade 10
Collecting the test papers Lino Brocka students were
after the examination completely done
should be done with answering. If the teachers
carefulness and with speed will allow students to pass
to be systematically in sync their test materials
for the other learners not to individually the other
be disturbed when they still students might be
answering. pressured and distracted.
She first convey a direction
of which they should pass
the materials to the
students in front of them
continuously until the set of
materials is located at the
first column of students that
is convenient for the
teachers to collect that will
consumes less time and
effort.

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My Reflective
Analysis
How do you find this topic? If you feel it difficult to understand and learn,
what will you do then? Use separate sheet of paper for your answer.
Honestly speaking I have difficulty in completing this modules because
this exercises requires situational to further elaborate the important of following
the rules that will guides us on how to produce a test that we should follow and
consider. I’ve conquered the difficulty by reminiscing some of my personal
experience that is related into some of the situations.
My level of knowledge based on the rating scale below:

Indicators

1. I can easily prepare the

required outputs.
2. I have a clear grasp of
the different concepts
in this topic.
3. I find it easy to do all the
tasks given.
4. After reading varied
materials I found myself
to have a wide
knowledge about the
topic
Over-all self-rating

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