CHARACTERISTICS OF

ASSESSMENT METHODS
NILO M. EDER, Ph. D.

Sr. Educ. Program Specialist –

Planning & Research
 Overview

• Validity
• Reliability
• Practicability
• Justness
• Morality in Assessment
1. VALIDITY

 Degree to which a test measures what it intends to measure

 It is related to the purpose for which it is designed
 Types:
 Content Validity
 Concurrent Validity
 Predictive Validity
 Construct Validity
 Face validity
1.1 CONTENT VALIDITY

 Content is representative of the course

 All major aspects of behavior domains are covered by the test -
must cover all objectives of instruction
 Test items are in correct proportions
 More important objectives of instruction receive more attention in
the test
 Basic procedure – refer to TOS
 Validated by peers/experts
 Sample Table of Specification
for a 50-item test in Math
Course No. of Percent/Ratio No. of Items
Content/ recitation
Competencies periods
Understandin 5 5/25 = 0.20 0.20x50
g integers =10
Compt. 2 7 7/25 = 0.28 0.28x50=
14
Compt. 3 8 8/25 = 0.32 0.32x50=
16
Compt. 4 5 5/25 = 0.20 0.20x50 =
10
Sample Table of Specification for a 50-
item test
Item number with emphasis on
Compet Rememberi Applying Higher Total
Underst
ency ng anding levels

Understan 3 2 1 4 10
ding
integers
Comp 2 2 2 3 7 14
Comp 3 1 2 4 9 16
Comp 4 1 2 2 5 10
Total 7 8 10 25 50
1.2 CONCURRENT VALIDITY

 Degree to which the test agrees (or correlates) with a criterion

set up as an acceptable measure
 Done by correlating the results of a test (to be validated) with a
test that has already been validated
 If the correlation is high positive, then it is valid
 The higher positive correlation, the more valid it is
REVIEW OF CORRELATION

 Correlation – degree of relationship; association between 2

variables
 Independent variable (X)
 Dependent Variable (Y)
 Types:
 Positive Correlation –direct relationship
 increase in X results to increase in Y;
 Decrease in X means decrease in Y
 Negative Correlation
 Increase in X results to decrease in Y
 Decrease in X results to increase on Y
 Review of Correlation
• Variables with Positive Correlation:
• Height (X) and Weight (Y)
• Reading comprehension (X) and Math problem solving ability (Y)

• Variables with Negative Correlation:

• Absences (X) and Grade (Y)
• Age (X) and Memory (Y)
Scatterplots Showing Types and Degree of
Correlations
Scatterplots Showing Types and Degree of
Correlations
Scatterplots Showing Types and Degree of
Correlations
Zero or No Correlation
 Correlation Coefficient: Measures Degree of
Relationship
• Ranges from -1.0 to +1.0

-1.0 -0.75 -0.50 -0.25 0 +0.25 +0.50 +0.75 +1.00

Negative Zero Positive

high low No Low high
Computing Correlation Coefficient
Person Height Self Esteem
1 68 4.1
2 71 4.6
3 62 3.8
4 75 4.4
5 58 3.2
6 60 3.1
7 67 3.8
8 68 4.1
9 71 4.3
10 69 3.7
11 68 3.5
12 67 3.2
13 63 3.7
14 62 3.3
15 60 3.4
16 63 4.0
17 65 4.1
18 67 3.8
19 63 3.4
20 61 3.6
Scatterplot
Calculating Correlation (Pearson r)
Person Height (x) Self Esteem (y) x*y x*x y*y

1 68 4.1 278.8 4624 16.81

2 71 4.6 326.6 5041 21.16

3 62 3.8 235.6 3844 14.44

4 75 4.4 330 5625 19.36

5 58 3.2 185.6 3364 10.24

6 60 3.1 186 3600 9.61

7 67 3.8 254.6 4489 14.44

8 68 4.1 278.8 4624 16.81

9 71 4.3 305.3 5041 18.49

10 69 3.7 255.3 4761 13.69

11 68 3.5 238 4624 12.25

12 67 3.2 214.4 4489 10.24

13 63 3.7 233.1 3969 13.69

14 62 3.3 204.6 3844 10.89

15 60 3.4 204 3600 11.56

16 63 4 252 3969 16

17 65 4.1 266.5 4225 16.81

18 67 3.8 254.6 4489 14.44

19 63 3.4 214.2 3969 11.56

20 61 3.6 219.6 3721 12.96

Sum = 1308 75.1 4937.6 85912 285.45

 Others Measures of Correlation

• Spearman Rank Correlation Coefficient (Spearman rho)

1.3 PREDICTIVE VALIDITY

 The extent to which a score on a scale or test predicts scores on

some criterion measure.
 Test is valid if it predicts future performance
 For example, the validity of a cognitive test for job performance
the correlation between test scores and supervisor performance
ratings.
Validating Entrance Test through Predictive
Validity
Student Entrance Test Average Grade After School Year
1 45 85
2 50 88
3 35 83
4 20 82
5 21 80
6 35 82
7 40 86
8 35 84
9 49 89
10 37 85
1.4 CONSTRUCT VALIDITY

 the degree to which a test measures what it claims, or purports,

to be measuring."
 A construct is something that happens in the brain, like a skill,
level of emotion, ability or proficiency.
 Proficiency in any language is an example of a construct.
 Example: you might try to find out if an educational program
increases emotional maturity in elementary school age children.
Construct validity would measure if your research is actually
measuring emotional maturity.
2. RELIABILITY

 Extent to which a test is consistent and dependable

 A test that is reliable agrees with itself
 Methods in determining reliability:
 Test-retest method
 Parallel Forms Method
 Split-Half Method
 Internal consistency
2.1 TEST-RETEST METHOD

 Same test is administered twice to the same group of students

and the correlation coefficient is determined
 Spearman rho is used
 Higher value of correlation coefficient, higher reliability
2.2 PARALLEL FORMS

 Parallel or equivalent forms test is administered to a group of

students and paired scores are correlated
 Parallel or equivalent forms tests – content, type of test item,
difficulty and instruction of administration are similar but not
identical
 Pearson product-moment correlation coefficient (Pearson r) is
used
2.3 SPLIT-HALF METHOD

 Administered once, but the test items are divided into two
halves (odd and even items)
 The two halves of the test are similar but not identical in
content, number of items, difficulty
 Each student obtains two scores
 The scores of the two haves are correlated
 Spearman-Brown formula is used (using Spearman rho)
2.4 INTERNAL CONSISTENCY
METHOD
 Used in Psychological Test that consists of dichotomous scored
items
 The examinee either passes or fails in an item
 A rating of 1 is assigned for correct answer and o for incorrect
answer
 Kuder-Richardson Formula 20 is used
3. PRACTICABILITY

 Test can be satisfactorily used by teachers and researchers

without undue expenditure of time, money and effort
 Factors:
 Ease of administration
 Ease of scoring
 Ease of interpretation and application
 Low cost
 Proper mechanical make-up
4. JUSTNESS

 Degree to which the teacher is fair in assessing the grades of the

learners
 Learners must be informed of the criteria they are being
assessed
5. MORALITY IN ASSESSMENT

 Degree of secrecy of learners

 Must be confidential to avoid slow learners from embarrassment