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Name: Ellionore G.

Costelo Date: July 8, 2014


Section: III- 21 BSE Biology
Assignment #2: Validity and Reliability
VALIDITY
1. A teacher who is a friend of yours has just developed a test to measure the content in a
social studies unit you both teach. His test takes 30 minutes less time to complete than the
test you have used in the past, and this is a major advantage. You decide to evaluate the
new test by giving it and the old test to the same class of students. Using the following
data, determine if the new test has concurrent validity evidence.

- To prove that the new test has concurrent validity, we must get the means of the
scores of the students after answering the old test and the new test:
a. 25, 22, 18, 18, 16, 14, 12, 8, 6, 6 = 14.5
b. 22, 23, 25, 28, 31, 32, 34, 42, 44, 48 = 32.9

2. Indicate how and with what types of tests you would evaluate the predictive and construct
validity evidence of the new social studies test in Question 1.

- In evaluating the construct validity evidence of the new test in social studies, I
must give the new test to two groups of students: history majors and chemistry
majors. If the scores of the history majors compared to the chemistry majors are
relatively high, then I can say that the new test in social studies has construct
validity. But, if the score of the history majors compared to the chemistry majors
are relatively low, then, I can say that the new test in social studies does not have
construct validity. It only shows that the new test is appropriate to use to students
who are studying disciplines relating to social studies, just like the history majors.
On the otherhand, to evaluate the predictive validity evidence of the new test in
social studies, I think it would be better to use aptitude type of test. In doing this
one, again, I should give the new test to the history and chemistry majors. And
because history and chemistry majors take the test, Ill be much in favor to history
majors to get the high scores. Now, if the scores of the history majors is relatively
high compared to chemistry majors, I must say that the new test has predictive
validity evidence because history majors had the highest scores. But, if its the
other way around, I must say that the new test does not have predictive validity.
And I cannot conclude that the history majors suck in social studies because there
might be some factors that affect their scores like content of the test and such.

3. Examine the validity of coefficients of the following tests and assuming they have
content validity evidence, determine which are suitable for use. State your reasons. What
is unusual about Test C?

Test A Test B Test C
Concurrent Validity Coefficient .90 .50 .75
Predictive Validity Coefficient .72 .32 .88
- I think the most suitable to use is Test A because it has the closest value to the
criterion or basis. And the directions of the coefficients are both towards +1.
Although Test C can also be used but there is something unusual in Test C. Based
on the 1
st
Principle in Concurrent Validity Evidence, Concurrent Validity
Coefficients are generally higher than Predictive Validity Evidence and as we see
it in the table, Test C has higher Predictive Validity Coefficient than the
Concurrent which makes it quite unusual.

4. Assuming the following tests measure the same content and assuming all other things are
equal, rank them in terms of their overall acceptability for predicting behavior in
upcoming years.

Test A Test B Test C
Concurrent Validity Coefficient .90 .80 .85
Predictive Validity Coefficient .50 .65 .60
(One-month interval)
Predictive Validity Coefficient .40 .10 .55
(Six-month interval)
- Based on my own observation, in terms of their overall acceptability for
predicting behavior in upcoming years, Im ranking them like this: Test C, Test A,
and Test B.
Test C for me has the most acceptable predicting behavior in the upcoming years
because it has the highest predictive validity coefficient even after a six-month
interval. Although the value had a .5 diminish after six months, still its much
closer to +1 compared to Test A and to Test B, especially to Test B which
fluctuated from .65 to .10 which is not a good sign of predictive validity evidence.

5. What type of validity evidence will go with the following procedures?

a. Matching test items with objectives.
- Content related validity evidence
b. Correlating a test of mechanical skills after training with on-the-job performance
ratings.
- Predictive validity evidence
c. Correlating the short form of an IQ test with the long form.
- Concurrent validity evidence
d. Correlating a paper-and-pencil test of musical talent with ratings from a live audition
completed after the test.
- Predictive validity evidence
e. Correlating a test of reading ability with a test of mathematical ability.
- Construct validity evidence
f. Comparing lesson plans with a test publishers test blueprint.
- Concurrent validity evidence and Face validity evidence

6. The principal is upset. The results of the four-year follow-up study are in. The correlation
between the grades assigned by you to your gifted students and their college GPA is
lower than the correlation between grades and college GPA for nongifted students. The
principal wants to abandon the gifted program How would you defend yourself and your
program?

RELIABILITY
7. Test A and test B both claim to be reading achievement tests. Test A reports a test-retest
reliability of .88, and test B reports split-half reliability of .91. Test B has concurrent
validity of with Mr. Burns classroom objectives. Test A has concurrent validity with a
recognized reading test but measures several skills not taught by Mr. Burns. If Mr. Burns
wishes to evaluate progress over his course of instruction, which test should be used for
both his pre test and pots test?
8. Test A and Test B both claim to be reading readiness tests for use in placing children in
the first-grade reading groups. Neither test reports validity data. Test A reports an internal
consistency reliability of .86, and test B reports a test-retest reliability of .70. If a first-
grade teacher came to you for advice on test selection, what would be your
recommendation?

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