Wether the test is standardized or teacher-made test, it should apply the quality of a good

measuring instrumnet.

The qualities are the following:

1. Validity
2. Reliability
3. Usability

1. Validity
* the degree to which a test or measuring instrument measures what it intends to measure
* The validity of measuring instruments has to do with soundness-
-What the test measures its effectiveness
-How well it could be applied

To test the validity of performance test.

Necessary to consider:
* what kind of performance test is supposed to measure
* how well it manifests itself.

*The validity of the test is always be considered in relation to the purpose it is to serve.
*A valid test is always valid

4 Types of Validity
1. Content Validity - the extent to which the content or the topic of the test is truly
representative of the course.
- systematic examination of the test content.
- relevant of the test to different types of criteria.
- commonly used in evaluating achievement test.

Taxonomy of Education Objectives by Bloom

Three domains:
1. Cognitive ( knowledge )
2. Psychomotor ( skills)
3. Affective ( Values)
Good and Scates (1972) suggested the evidence of test or questionnaire validity which are as
follows :
1. Is the question on the subject ? Yes _ No _
2. Is the question perfectly clear and unambiguous? Yes _ No _
3. Does the question get at something stable which is typical of the individual or of the situation?
Yes _ No _
4. Does the question pull? Yes _ No _
5. Do the responses show a reasonable range of variation? Yes _ No _
6. Is type information obtained consistent? Yes _ No _
7. Is the item sufficiently inclusive? Yes _ No _
8. Is there possibility of using an external criterion to evaluate the test/ questionaire? Yes _ No _

2. Concurrent Validity - is the degree to which the test agreesor correlates with criterion set up as
an acceptable measure.
The criterion is always available at the time of testing.

3. Predicted Validity - determined by showing how well predictions made from the test are
confirmed by evidence gathered at some subsequent time.

4. Construct validity - is the extent to which the test as those of understanding, appreciation, and
interpretation of data.

Factors that influence validity are:

1. Inappropriateness of test items – items that measure knowledge can not measure skill.
2. Direction – unclear direction reduce validity. Direction that do not clearly indicate how the
pupils should answer and record their answers affect validity of test items. 3. Reading vocabulary
and sentence structures – too difficult and complicated vocabulary and sentence structure will
not measure what it intend to measure. 4. Level of difficulty of Items – too difficult or too easy
test items can not discriminate between bright and slow pupils will lower its validity. 5. Poorly
constructed test item – test items that provide clues and items that are ambiguous confuse the
students and will not reveal a true measure. 6. Length of the test- a test should of sufficient
length to measure what it is supposed to measure. A test that is too short can not adequately
sample the performance we want to measure. 7. Arrangement of items – test item should be
arrange according to difficulty, with the easiest items to the difficult ones. Difficult items when
encountered ahead may cause mental block and may also cause student to take much time in that
number. 8. Patterns of answers – when students can detect the pattern of correct answer, they are
liable to guess and this lowers validity.

2. RELIABILITY - the extent to which the test is dependable, self consistent and stable .