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Characteristics of a good psychological test santos
 What

is the difference?
A.Criterion-related validity
B.Construct Validity
C.Content Validity
D.Face Validity
 What are the factors that influence test
validity and reliability
 This

is the degree to which the test
actually measures what it purpots to
measure.
 It provides a direct check oh how well the
test fulfills its functions
Example:
The PUPCET is check with external criteria
like rating of teachers, success or failure,
grades or training.
 When

test show consistent scores but it is
not useful then it is not valid or if it is not
consistent in whatever it is measuring then
it cannot be valid for any purpose.
Characteristics of a good psychological test santos
CONTENT VALIDITY
The extent to which the content of test
provides an adequate representative of the
conceptual domain it is designed to cover,
test of achievement and ability are of this
type of examples
 It is extablished through logical analysis.
There is a careful and critical examination
of the test items based on the objectives of
instruction.
CRITERION RELATED VALIDITY
Is established statistically through correlation
between the set of scores revealed by a test
and some other predictor or data collected by
other test or external measured
 Evidence tells us just how a test corresponds
with particular criterion. Such evidence is
provided by high correlations between a test
and well defined criterion measures
 A.Predictive

Validity
Evidence tells us the forecasting functions of
test. The criterion evidence are obtained in
the future generally months or years after
the test scores are known
Example:
SAT serves as predictive evidence as
college admission test it is forecast how
wel high school students do well in their
academic performance
B.Concurrent-related evidence
Comes from assessments of simulateous
relationship between the test and school
performance;in industrial setting job
samples to correlate with performance in
the job.
Appropriate for licensure examination,
achievement test and diagnostic test.
CONSTRUCT VALIDITY
Is determined by analyzing the
psychological qualities traits, or factors
measured by a test
Psychological constructs include
Intelligence, Mechanical ability, Perceptual
ability and critical thinking.
Construct is defined by showing relationship
between test
D.T. Campbell and Fiske (Kaplan, 2001)
Introduced an important set of logical
considerations for constructing evidence of
construct validity
A.Convergent Evidence-when a measure
correlate well with other test believe to
measure the same construct.
B.Discriminant Evidence-indicates that the
measure does not represent other than the
one for which it was devised
 FACE

VALIDITY
Is the extent to which items on test appear
to be meaningful and relevant. It is merely
the appearance that a measure has
validity
 A.

Appropriateness of test items
 B.Direction
 C.Reading vocabulary and sentence
structures
 D. Difficulty of items
 E.Construction of test items-no ambiguous
items or leading items
 G. Length of the test-Sufficient length
 H. Arrangement of items-no patterns T-T;FF; or A-B,A-B;C-d,C-D and so on.
 This

refers to consistency of scores by the
same person when reexamined with the
same test on different occasions
Characteristics of a good psychological test santos
 Scores

Inconsistency
Scoring should be objective by providing a
scoring key so that corrector’s biases donot
effect examinee’s scores
 Limited sampling of behavior
This happens with too much accidental
inclusion of certain items and the inclusion of
other.
 Instability of examinee’s performance
Fatigue practice, and examinee’s mood are
among the factors that may affect
performance.
A. Measures of stability-often called test-retest
estimate or reliability and is obtained by
administering a test to a group of individuals,
re-administering the same test to the same
individual at a later date, and correlating the
two sets of scores. The correlation must be
high, .80 is a min figure. To be trustworthy two
testing administrations should be separated
by a least a three months gap subjects should
be large
 B.

Measures of Equivalence
The equivalent forms of reliability is obtained
by giving two forms (with equal content,
means, and variance) of a test to the same
group of individuals on the same day and
correlate the results.
We can generalize a person’s score as to
what to receive taking similar test but
different questions.
Measures of Equivalence and Stability
Could he obtained by giving one form of the test and
after a period of time, administering the other form
and correlate the results.
This procedure allows for both changes in scores
due to trait instability and changes in scores due to
item specifity.
 Measures of Internal Consistency
To be reliable internal consistency must be high,
coefficient alpha is bet index of internal
consistency a simple approximation to alpha is the
split half reliabilty

 Split

half
Is a method of estimating reliability that is
theoretically the same as the equivalent forms
method. It is ordinarily considered as a
measure of internal consistency because the
two equivalent forms are contained within a
single test. One test is administered in
estimating reliability, one obtains a sub-score
for each of the two halves and two subscores
are correlated using Speaman-Brown
prophecy formula
 Length

of test

 Difficulty

of the test

 Objectivity
 The

administration, scoring, and interpretation
of scores are objective insofar as they are
independent of the subjective judgement of
the particular examiner
 Objectivity of the examiner can be achieved if
a qualified test examiner who is competent
and responsible handles the test.
 Major way of objective test is administration
of difficulty level of an item or of a whole test
based on objective, empirical procedues
employed by test developer.
Thank You!

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Characteristics of a good psychological test santos

  • 2.  What is the difference? A.Criterion-related validity B.Construct Validity C.Content Validity D.Face Validity  What are the factors that influence test validity and reliability
  • 3.  This is the degree to which the test actually measures what it purpots to measure.  It provides a direct check oh how well the test fulfills its functions Example: The PUPCET is check with external criteria like rating of teachers, success or failure, grades or training.
  • 4.  When test show consistent scores but it is not useful then it is not valid or if it is not consistent in whatever it is measuring then it cannot be valid for any purpose.
  • 6. CONTENT VALIDITY The extent to which the content of test provides an adequate representative of the conceptual domain it is designed to cover, test of achievement and ability are of this type of examples  It is extablished through logical analysis. There is a careful and critical examination of the test items based on the objectives of instruction.
  • 7. CRITERION RELATED VALIDITY Is established statistically through correlation between the set of scores revealed by a test and some other predictor or data collected by other test or external measured  Evidence tells us just how a test corresponds with particular criterion. Such evidence is provided by high correlations between a test and well defined criterion measures
  • 8.  A.Predictive Validity Evidence tells us the forecasting functions of test. The criterion evidence are obtained in the future generally months or years after the test scores are known Example: SAT serves as predictive evidence as college admission test it is forecast how wel high school students do well in their academic performance
  • 9. B.Concurrent-related evidence Comes from assessments of simulateous relationship between the test and school performance;in industrial setting job samples to correlate with performance in the job. Appropriate for licensure examination, achievement test and diagnostic test.
  • 10. CONSTRUCT VALIDITY Is determined by analyzing the psychological qualities traits, or factors measured by a test Psychological constructs include Intelligence, Mechanical ability, Perceptual ability and critical thinking. Construct is defined by showing relationship between test
  • 11. D.T. Campbell and Fiske (Kaplan, 2001) Introduced an important set of logical considerations for constructing evidence of construct validity A.Convergent Evidence-when a measure correlate well with other test believe to measure the same construct. B.Discriminant Evidence-indicates that the measure does not represent other than the one for which it was devised
  • 12.  FACE VALIDITY Is the extent to which items on test appear to be meaningful and relevant. It is merely the appearance that a measure has validity
  • 13.  A. Appropriateness of test items  B.Direction  C.Reading vocabulary and sentence structures  D. Difficulty of items  E.Construction of test items-no ambiguous items or leading items  G. Length of the test-Sufficient length  H. Arrangement of items-no patterns T-T;FF; or A-B,A-B;C-d,C-D and so on.
  • 14.  This refers to consistency of scores by the same person when reexamined with the same test on different occasions
  • 16.  Scores Inconsistency Scoring should be objective by providing a scoring key so that corrector’s biases donot effect examinee’s scores  Limited sampling of behavior This happens with too much accidental inclusion of certain items and the inclusion of other.  Instability of examinee’s performance Fatigue practice, and examinee’s mood are among the factors that may affect performance.
  • 17. A. Measures of stability-often called test-retest estimate or reliability and is obtained by administering a test to a group of individuals, re-administering the same test to the same individual at a later date, and correlating the two sets of scores. The correlation must be high, .80 is a min figure. To be trustworthy two testing administrations should be separated by a least a three months gap subjects should be large
  • 18.  B. Measures of Equivalence The equivalent forms of reliability is obtained by giving two forms (with equal content, means, and variance) of a test to the same group of individuals on the same day and correlate the results. We can generalize a person’s score as to what to receive taking similar test but different questions.
  • 19. Measures of Equivalence and Stability Could he obtained by giving one form of the test and after a period of time, administering the other form and correlate the results. This procedure allows for both changes in scores due to trait instability and changes in scores due to item specifity.  Measures of Internal Consistency To be reliable internal consistency must be high, coefficient alpha is bet index of internal consistency a simple approximation to alpha is the split half reliabilty 
  • 20.  Split half Is a method of estimating reliability that is theoretically the same as the equivalent forms method. It is ordinarily considered as a measure of internal consistency because the two equivalent forms are contained within a single test. One test is administered in estimating reliability, one obtains a sub-score for each of the two halves and two subscores are correlated using Speaman-Brown prophecy formula
  • 21.  Length of test  Difficulty of the test  Objectivity
  • 22.  The administration, scoring, and interpretation of scores are objective insofar as they are independent of the subjective judgement of the particular examiner  Objectivity of the examiner can be achieved if a qualified test examiner who is competent and responsible handles the test.  Major way of objective test is administration of difficulty level of an item or of a whole test based on objective, empirical procedues employed by test developer.