Activity 6: Assessment Scenarios

For each of the following situations, determine whether the assessment is

valid. Explain your answer in two or three sentences citing the type of validity.

Scenario 1:
Test constructors in a secondary school designate a new measurement
procedure to measure intellectual ability. Compared to a well- established measures
of intellectual ability, the new test is shorter to reduce the arduous effect of a long
test on students. To determine its effectiveness, a sample of students accomplished
two tests-a standardized intelligence test and the new test with only a few day
interval. Results from both assessments revealed high correlation.
The assessment is valid because it assesses the student's actual
knowledge and abilities. Criterion-related validity (which is a type of criterion-
related validity) is a type of validity that provides an assessment of a student's
current performance in respect to a previously validated or established
measure. There is high criterion validity if the statistical analysis reveals a
substantial correlation between the two sets of scores.

Scenario 2:
After the review sessions, a simulated examination was given to graduating
students a few months before the Licensure Examination for Teachers (LET). When
the results of the LET came out, the review coordinator found that the scores in the
simulated (mock) examination are not significantly correlated with the LET scores.
The assessment is valid. Because they use a mock exam to anticipate
future performance and determine its correlation, the type of validity is
criterion-related validity or predictive validity (which is a type of criterion-
related validity).

Scenario 3:
A science teacher gave a test on volcanoes to Grade 9 students. The test
included the types of volcanoes, volcanic eruptions and energy from volcanoes. The
teacher was only able to cover extensively the first two topics. Several test items
were included on volcanic energy and how energy from volcanoes may be tapped for
human use. Majority of her students got low marks.
This assessment is not valid.   Because the students were not exposed
to the lesson and were included in the test, the type of validity is Content-
Related Validity, which resulted in the pupils receiving low grades. To achieve
the optimum outcomes that the teacher requires, the evaluation offered must
be proportional to the students' knowledge and skill. Despite the fact that the
curriculum guide is included in the textbook, the question remains whether the
topic was covered in class.