QUANTITATIVE

ANALYSIS
Prepared by: AUDRHEY N. RAMIREZ
Objectives:
Identify the criteria of a
good test; and
 know the importance of
quantitative analysis.
Discuss the common
statistical formula
Quantitative Analysis

Is a descriptive analysis that

provides information based on
the qualities of data
 Criteria of a Good Test

1. RELEVANCE 6. USEFULNESS

2. REPRESENTATIVITY 7. PRACTICALITY

3. AUTHENTICITY 8. WASHBACK

4. BALANCE 9.TRANSPARENCY

10. SECURITY
5. RELIABILITY
11. VALIDITY
RELEVANCE
•The extent to which task
represents a real situation.
 REPRESENTATIVITY
• Means a small sample was tested from a
larger group was so similar to the larger
group (representative of the group) that
one can assume that their range of scores
would be very similar to the larger group
if they had also been tested.
AUTHENTICITY
•The extent to which the
situation and the interaction are
meaningful and representative
in the word of individual user.
BALANCE

•The extent to which each

relevant topic / ability receives
an equal amount of attention.
 RELIABILITY
•Refers to the consistency and stability with
which a test measures performance
•Gronlund and Linn(1995)- refers to the
consistency of measurement that is how
consistent test scores or other evaluation
results are from one measurement to other.
 Types of Reliability Test

Measure of Stability
Measure of Equivalence
Measure of Internal
Consistency
 Measure of Stability

•Is a measure of the

repeatability of a test over
time, that it gives the same
results whenever it is used.
  Measure of Equivalence

•Is a way to gauge the consistency

of measurement based on the
correlation between scores on
two similar forms of the same
test taken by the same individual
  Measure of Internal Consistency

•It is a measure of how well

the items on the test measure
the same construct or ideas
 A number of variables Influence
Test Reliability
• Specificity
• Difficulty
• Length
• Time
• Item construction
 thus,

The more reliable a test is, the less random

error it contains. A test which contain,
systematic error bias against a certain group
may be reliable but not valid.
 USEFULNESS
•the test must have practical
value from time, economy,
and administration point of
view.
 PRACTICALITY

•Refers to the teacher’s familiarity

with the methods used, time
required for the assessment,
complexity of the administration,
ease of scoring of the test result.
 WASHBACK
•Refers to the effects the test
have on instruction in terms
of how students prepare for
the test.
 TRANSPARENCY
•That it will be clear to students how they
will be assess and based on what criteria.
•It include the manner in which
assignments need to be submitted,
deadlines, the assessment procedure and
how the final mark will be calculated.
 SECURITY
•The quality or state being
secure.
VALIDITY
•The extent to which the test
effectively measures what is
intended to measure
Sub- Classification of Validity
Concurrent validity
Construct validity
Content validity
Convergent validity
Criterion-related validity
Face validity
Predictive validity
 Concurrent validity
• A test is said to have in concurrent validity if
the scores it gives correlate highly with a
recognized external criterion which measures
the same area of knowledge or ability.
Construct Validity
• A test is said to have a construct validity if scores
can be shown to reflect a theory about the nature
of a construct or its relation to the other
constructs.
 Content Validity
• A test is said to have a content validity if
the items or tasks of which it is made up
constitute a representative samples of
items or task for the area of knowledge.

Convergent Validity
• A test is said to have in convergent
validity when there is a high correlation
between scores achieved in different test
measuring the same construct.
Criterion-Related Validity
• A test is said to have in criterion-related
validity if a relation can be demonstrated
between test scores and some external
criterion which is believed to be a measure of
the same ability.
Face Validity
• The extent to which a test appears to candidates or
those choosing it on behalf of candidates to be an
acceptable measure of the ability they wish to
measure.
Predictive Validity
• An indication of how well a test
predicts future performance in a
relevant skill
Factors that Influence Validity

• Appropriateness of test items

• Directions
• Reading vocabulary and sentence structure
• Difficulty of items
• Construction of test items
• Length of the test
• Arrangement of items
• Pattern of answer
Importance of
Quantitative
Analysis
Quantitative analysis is meant to
give some idea about the reliability
of the test. It is not always easy to
determine on sight which questions
are unclear or problematic in some
way. Statistical data can make
problematic item more visible.
 Measures of Central Tendency

Mean – (average) of a data set.

  Σ x = 7+10+2+3+4+7+6+5+5 x
n 9 7
= 5.444 10
2
3
4
7
6
5
5
Median – is the middle value when a data set
is ordered from least to greatest
7 2
10 3
2 4
3 5
4 5
7 6
6 7
5 7
5 10
Mode – is the number that occurs most often
in a data set.

7
10
2
3 5 – unimodal
4
7
6
5
5
Thank you