This document discusses the concepts of validity, reliability, and accuracy in educational testing. It defines these terms and provides examples. Validity refers to a test measuring what it intends to, reliability is consistency of scores, and accuracy is how closely test scores approximate a person's true ability. The document outlines different types of validity evidence including content, criterion-related (concurrent and predictive), and construct validity. It also discusses interpreting validity coefficients and principles for evaluating them, such as concurrent coefficients typically being higher than predictive ones and group variability affecting coefficient size.

2. CENTRAL MINDANAO UNIVERSITY
College of Graduate Studies
Master of Arts in Education major in Administration and
Supervision
Educ.243 (Educational Evaluation)
RIZA BALDIVINO-PEPITO
Student
DR.JAMES L.PAGLINAWAN
Professor

4. A test maybe used for more than
one purpose and with people who
have different characteristics, and
the test maybe more or less valid,
reliable or accurate when used for
different purposes and with
different persons.

5. To be a “good test”, a test ought to
have adequate evidence for its
validity, reliability, and accuracy for
the purpose it is being used for,
and for the persons it is being
used with.

6. Definition
of terms
Types of
Validity
Interpreting Validity
Coefficients
Summary
Principles to
consider in
Interpreting Validity
Coefficients

7. Validity
Does the test measure what it is
supposed to measure?

8. Reliability
Does the test yield the same or similar score
rankings (all other factors) consistently?

9. Accuracy
Does the test score fairly closely
approximate an individual’s true level of
ability, skill, or aptitude?

11. CONTENT VALIDITY EVIDENCE
-is the estimate of how much a
measure represents every single
element of a construct.

12. This is established by inspecting
test questions to see whether they
correspond to what the user
decides should be covered by the
test.

13. Example
A test of the ability to add two
numbers should include a
range of combinations of digits.
A test with only one-digit
numbers, or only even
numbers, would not have good
coverage of the content
domain.

14. In the context of classroom testing,
content validity evidence answers
the question “Does the test measure
the instructional objectives?”

15. In a high-stakes testing, content validity
evidence answers the question “Does
the test align with state academic
standards?”

16. In establishing criterion-related
evidence , scores from a test is
correlated with an external
criterion.
CRITERION-RELATED VALIDITY EVIDENCE

17. Concurrent Criterion-Related Validity
Evidence
Predictive Validity Evidence

18. - is established when the scores from
a new measurement procedure are directly
related to the scores from a well-
established measurement procedure for
the same construct; that is, there is consistent
relationship between the scores from the two
measurement procedures.
Concurrent Criterion-Related Validity Evidence

19. When used to illustrate validity evidence the
correlation coefficient is called a validity
coefficient.

20. Concurrent validity measures how well a new
test compares to an well-established test. It can
also refer to the practice of concurrently testing
two groups at the same time, or asking two
different groups of people to take the same test.

21. The Goodly Test of Basic Third-Grade Math has been
around a long time, but it takes 60 minutes to
administer. Being pressed for Teaching time, you
develop another test that takes only 20 minutes to
administer and call it the Shorter and Better Test of
basic Third-Grade Math.
Example

22. With visions of fame and wealth you send it off to a
test publisher. The publisher writes back to ask
whether the test is as good as the Goodly test.

23. CONSIDER THE FOLLOWING
HYPOTHETICAL DATA
Student Score on
Goodly
Score on
Shorter the
Better
Jelmar 88 37
Zen 86 34
Irene 77 32
Roel 72 86

24. Predictive Validity Evidence
- refers to how well the test predicts
some future behavior of the
examinees.

25. - This form of validity evidence is particularly
useful and important for aptitude tests, which
attempt to predict how well test takers will do in
some future setting.

26. The predictive validity evidence of a test is determined
by administering the test to a group of subjects on
whatever the test is supposed to predict after a period
of time has elapsed.

27. In Predictive Validity Evidence, it was some
future behavior or condition we were attempting
to predict.

28. CONTRUCT VALIDITY EVIDENCE
This is determined by finding
whether test results corresponds
with scores on other variables as
predicted by some rationale or
theory.`

29. For instance , if a test is supposed to be a
test of arithmetic computation skills, you
would expect scores on it to improve after
intensive coaching in arithmetic, but not
after intensive coaching in a foreign
language.

30. In general, any information that let’s you
know whether results from the test
correspond to what you would expect tells
you something about the construct validity
evidence of a test.

31. Construct Validity evidence differs from
concurrent validity evidence, in that there
is no accepted second measure available
of what you’re trying to measure.

32. It also differ from predictive validity
evidence because there it doesn’t have
measure of future behavior available.

33. INTERPRETING VALIDITY
COEFFICIENTS

34. CONTENT VALIDITY EVIDENCE
No correlation coefficient is computed.
Instead, Human judgment is relied upon.

35. Established by comparing test items with
instructional objectives to determine whether
the items match or measure the objectives.

36. CONCURRENT AND PREDICTIVE
VALIDITY EVIDENCE
Requires the correlation of a predictor or
concurrent measure with a criterion
measure.

37. PRINCIPLES TO
CONSIDER IN
EVALUATING VALIDITY
COEFFICIENTS

38. Principle
1

39. Concurrent validity coefficients
are generally higher than
predictive validity coefficients.
This does not mean however,
that, the test with the higher
validity coefficient is more
suitable for a given purpose.

40. The rationale for this principle is
that in establishing concurrent
validity evidence, No time interval
is involved between
administration of the new test and
the criterion or established test

41. Principle
2

42. Group variability affects the size of
the validity coefficient.

43. Higher validity coefficients
are derived from
heterogeneous groups
than from homogeneous
groups.

44. Principle
3

45. The relevance and reliability of the
criterion should be considered in
the interpretation of validity
coefficients.

46. Remember!!
To be considered
seriously, test results
should have adequate
validity evidence and be
reliable.

47. A valid test measures
what it is supposed to
measure.