CHARACTERISTIC OF A GOOD TEST

Validity is the degree to which it measures what it is intended to measure.

Types of Validity

Face Validity- Face validity refers to the extent to which a test appears to measure what it is intended to
measure. A test in which most people would agree that the test items appear to measure what the test
is intended to measure would have strong face validity.

Content Validity- The term content validity refers to how well a survey or test measures the construct
that it sets out to measure.

Criterion Validity- Criterion validity (or criterion-related validity) measures how well one measure
predicts an outcome for another measure. A test has this type of validity if it is useful for predicting
performance or behavior in another situation (past, present, or future).

Construct Validity- Construct validity is about how well a test measures the concept it was designed to

evaluate.

FACTORS AFFECTING VALIDITY

 Unclear directions
 Vocabulary and sentence construction
 Ambiguity of options
 Inadequate time limits
 Overemphasis of easy and difficult questions
 Test items with inappropriate instrument
 Poorly constructed test items
 Length of the test
 Readiness of students

RELIABILITY

Test reliability refers to the degree to which a test is consistent and stable in measuring what it is
intended to measure. Most simply put, a test is reliable if it is consistent within itself and across time.

TYPES OF RELIABILITY

Test-retest- It measures stability. Same test is given after a quantitative period of time.

Alternate Form- Alternate form reliability occurs when an individual participating in a research or testing
scenario is given two different versions of the same test at different times. The scores are then
compared to see if it is a reliable form of testing.

Split-Half- In split-half reliability, a test for a single knowledge area is split into two parts and then both
parts given to one group of students at the same time.
FACTORS AFFECTING RELIABITY

1. Length of the test- One of the major factors that affect reliability is the length of the test. A longer test
provides a more adequate sample of behavior being measured and is less disturbed by chance factors
like guessing.

2. Moderate item difficulty. - The test maker shall spread the scores over a quarter range than having
purely difficult or easy items. Bloom’s taxonomy helps serve as the basis for equal distribution of

difficulty.

3. Objectivity. - Eliminate the biases, opinions or judgments of the person who checks the test. Socio-
political beliefs shall be set aside when checking the test.

4. Heterogeneity of the student’s group. - Reliability is higher when test scores are spread out a

range of abilities. Reliability is achieved when the test-takers represent a variety of intellectual levels
and skills.

5. Limited time. - Speed is a factor and is more reliable than a test that is conducted at a longer time.
This factor considers the chances that a student might cheat.

ANALYSIS AND INTERPRETATION OF TEST RESULTS

Interpreting Test Results

As a measurement tool, a test results in a score—a number. A number, however, has no intrinsic
meaning and must be compared with something that has meaning to interpret its significance. For a test
score to be useful for making decisions about the test, the teacher must interpret the score. Whether
the interpretations are norm referenced or criterion referenced, a basic knowledge of statistical
concepts is necessary to assess the quality of tests (whether teacher-made or published), understand
standardized test scores, summarize assessment results, and explain test scores to others.

Referencing Framework

A referencing framework is a structure you can use to compare a student's performance to something
external to the assessment itself.