ASSESSMENT IN

LEARNING
(SGDE4013)
INTRODUCTION TO
VALIDITY
PREPARED BY:
1) NOOR HILALLIYA BINTI MOHAMAD KHALID (824709)
2)NUR IZZANA BINTI ABDUL SATAR (824717)
3)ANIS AMALINA BINTI MALEK (824693)
4)FATIMAH BINTI MOHD ZAINOL (824698)
Today's Presentation

OUTLINE :-
 What is Validity?
 Content Validity
 Construct Validity
 Convergent Validity
 Discriminant Validity
 Criterion-Related Validity
 Predictive Validity
 Concurrent Validity
Cronbach & Meehl(1955) &
Messick's (1989 ) Unified View Of
Validity
 (Messick, 1989) : Validity is an overall evaluative judgment of the
degree to which empirical evidence and theoretical rationales
support the adequacy and appropriateness of interpretations and
actions on the basis of test scores or other modes of assessment .
 (Cronbach, 1971) : Validity is not a property of the test or
assessment as such, but rather of the meaning of the test scores.
These scores are a function not only of the items or stimulus
conditions, but also of the persons responding as well as the
context of the assessment. In particluar, what needs to be valid is
the meaning or interpretation of the score; as well as any
implications for action that this meaning entails

From American Psychologist(1995) by S Messick.

Three concepts of validity
(Cronbach & Meehl, 1955)
 1) Content validity
 2) Construct validity
 3) Criterion –Related Validity
CONTENT VALIDITY
 CONTENT VALIDITY
Represent
Logical Test
given
validity measure
construct

what student learnt Content

from subject at end matches
year of school objectives

 Also known as logical validity

 Refers to the extent to which a measure represents all facets
of a given construct.
 Measure what student have learnt from the subject at end
year of school.
 To what extent the content test matches instructional
objectives.
  Formally introduced by Cureton (1951)

Content  There is evidence for content validity when the test covers
validity the relevant content.

 All content domains must be specified completely and to the

right degree of accuracy

 All contents on the test are written at the proper level for
the intended audience; they’re not too tough or too easy.

 When there is evidence of content validity, items on test

represent entire range of possible items the test should cover.
 Basic Procedure for Assessing Content Validity:
1. Describe the content domain
2. Determine the areas of the content domain that
Content
are measured by each test item
validity
3. Compare the structure of the test with the
structure of the content domain

 For Example –
Test students on understanding of algebra topic. The
main objective is to give understanding on
factorization of algebra. Thus, test is focusing on
factorization of algebra topics.
  Lawshe (1975) proposed that each rater should respond to
the following question for each item in content validity:
Content  Is the skill or knowledge measured by this item
validity 1. Essential
2. Useful but not essential
3. Not necessary

 With respect to educational achievement tests, there is

evidence of content validity when the proportion of the
material covered in the test approximates the proportion
of material covered in the course.

 For example
In developing a nursing licensure exam, experts on the
field of nursing would identify the information and
issues required to be an effective nurse and then
choose items that represent those areas of information
and skills.
 BUT…..

Content Short duration test unable to test all relevant contents.

validity Test question is just a sample or representation of
course content as a whole.

And the validity is shown when

 how far the test is sufficient for the content of
the lesson.
 iftest items are not sufficient to represent
what students have learned, then there is no
evidence on content validity.
 Ways to increase Content Validity
1. refer back to the teaching book record and
Content syllabus content
validity
RPH
Tingkatan
Masa
Subjek
Tajuk
Objektif
Aktiviti
Nilai 30/30 murid
Refleksi mencapai objektif
pada hari ini untuk
menghasilkan
rumusan daripada
petikan dengan
bimbingan guru.
 Ways to increase Content Validity
1. Refer back to the teaching book record and
Content syllabus content
validity
2. Use Test Determine Schedule (JPU) & build
question based on the schedule.

‘blueprint’ helps teacher

develop question

Help determine objective &

JPU skill need to be tested
(Table of specification
/ Test Specification /
Test Blueprint) Overview of question quantity
& question difficulty level.

Based on Bloom Taxonomy

JPU (Bloom Taxonomy)
 EXAMPLE
Mengira jumlah soalan bagi setiap topik
Bil. Topik Masa Anggaran jumlah Jumlah
belajar item item
1.1 Tatabahasa 18 Masa x Item 12
•Kata kerja ------------------
•Imbuhan Jumlah masa
•Kata adjektif
•Kata ganti nama 18 x 20
•Ayat penyata -----------
•Ayat tanya 30
1.2 Peribahasa 6 6 x 20 4
•Simpulan bahasa --------
•Perumpamaan 30
1.3 Pemahaman 6 6 x 20 4
•Puisi ---------
30
Jumlah 30 20
 Jadual Spesifikasi Ujian
Bil. Bentuk soalan Objektif
Kemahiran Aras kognitif
Topik Jam 1 2 3 4 5 6 Jumlah
Item
1.1 Tatabahasa 18 12
•Kata kerja 1 1
•Imbuhan 1 1
•Kata adjektif 1 2
•Kata ganti nama 1
•Ayat penyata 1 1
•Ayat tanya 1 1
1.2 Peribahasa 6 4
•Simpulan bahasa 1 1
•Perumpamaan 1 1
1.3 Pemahaman 6
•Puisi 1 2 1 4
JUMLAH 30 4 7 5 2 1 1 20
 RECAP: Content Validity

Situations Low High

A teacher prepares a quarter exam that only
includes content covered during the last six
weeks only.
A comprehensive math achievement test
depends primarily on questions about various
aspect of math syllabus.
A school wants to hire a new science teacher.
They choose a teacher based on a test that are
made solely by a talented physics teacher.
CONSTRUCT VALIDITY
CONSTRUCT VALIDITY
This is evaluated by examining the degree to which certain explanatory concepts
(constructs) derived from theory, account for performance on a measure

A type of validity which depicts how a particular measure relates to other measures
consistent with theoretically derived hypothesis concerning the concepts or constructs that
are being measured

The process of construct validation is theory-laden

The measure is logically related to another variable or measuring underlying construct as

you had conceptualized The test items are accurately measuring what they are supposed to
be measuring. Constructed evidence, such as a student’s ability to write an essay, anxiety, or
motivation.
Convergent validity
Discriminant validity
CONSTRUCT VALIDITY (cont…)

Convergent validity
This is based on the idea that two instruments that are valid measures of the same concept should
correlate rather highly with one another or yield similar results even though they are different
instruments.
Different tests measuring the same construct
A test should correlate highly with other similar tests

Discriminant validity
This is based on the idea that two instruments, although similar to one another, should not correlate
highly if they measure different concepts
A test should correlate poorly with tests that are very dissimilar.
This approach thus involves the simultaneous assessment of numerous instruments (multimethod)
and numerous concepts (multitrait) through the computation of intercorrelations

19
HOW TO DETERMINE CONSTRUCT
VALIDITY ?

 If the correlation is high between two similar

constructs, it provide evidence for convergent
validity.

 If the correlation is low between two different

constructs, thus provide evidence for discriminant
validity.
TYPES OF CONSTRUCT
VALIDITY
 1.CONVERGENT VALIDITY is the extent to which the scale correlates
positively with other measures of the same construct.
 Eg: Health index- the scores correlated with age, number of
symptoms, chronic medical conditions and psysiological measures.
Treatments designed to improve health should increase Health
Index scores.

 2.DISCRIMINANT VALIDITY is the extent to which a measure does not

correlates with other constructs from which it is supposed to differ.
 Eg : It would be expected that individuals diagnosed with clinical
depression would score significantly worse on a valid depression
scale than would individuals who received no such diagnosed.

 From Research Methods Knowledge Base by Wiliam M Trochim

CRITERION – RELATED VALIDITY
What is Criterion Validity?

 Criterion validity (or criterion-related validity)

measures how well one measure predicts an outcome
for another measure.
 There is an evidence of criterion-validity when the
score of a test is useful for predicting performance or
behavior in another situation ( past, present or
future)
TYPE OF CRITERION-RELATED
VALIDITY

PREDICTIVE
VALIDITY

CONCURRENT
VALIDITY
Predictive Validity
 Predictive Validity: if the test
accurately predicts what it is supposed
to predict.

EXAMPLE :
A job applicant takes a performance test
during the interview process. If this test
accurately predicts how well the employee
will perform on the job, the test is said to
have criterion validity.
 CONCURRENT VALIDITY
( Kesahan Serentak )
 Concurrent Validity: when the predictor and criterion data
are collected at the same time. It can also refer to a test
that have two method.
For example,
Concurrent validity can also occur between two different
groups. let’s say a group of nursing students take two final
exams to assess their knowledge. One exam is a practical test
and the second exam is a paper test.
If the students who score well on the practical test also score
well on the paper test, then concurrent validity has occurred.
If, on the other hand, students who score well on the practical
test score poorly on the paper test (and vice versa), then you
have a problem with concurrent validity. In this particular
example, you would question the ability of either test to assess
knowledge.
ACTIVITY …

SO GUYSSS,,,
Determine the statement
below :
A ) PREDICTIVE VALIDITY
B ) CONCURRENT VALIDITY

A graduate students takes the GRE.

The GRE has been shown as an
effective tool ( it has criterion
validity )for forecasting how well a
student will perform in graduate
studies.
RECAP
 What is Criterion-Related
Validity?

 What types of Criterion

Validity?
RECAP:-
 What is Validity?
 Content Validity
 Construct Validity
 Convergent Validity
 Discriminant Validity
 Criterion-Related Validity
 Predictive Validity
 Concurrent Validity