This document discusses assessment validity and reliability in technical and vocational education. It defines validity as whether a test measures what it is intended to measure and reliability as whether a test yields consistent results. There are three types of validity evidence: content, criterion, and construct validity. Content validity ensures test items adequately cover the domain. Criterion validity shows a test can predict future performance. Construct validity demonstrates a test captures the intended concept by correlating with similar tests and not correlating with dissimilar tests. The document also discusses standardized vs teacher-made tests and different forms of validity evidence like predictive, concurrent, convergent, and divergent validity.

1. ASSESSMENT
OF LEARNING
IN TECHNICAL VOCATIONAL
Reporter: Ms.Claire
MTTE-522

2. 01
OVERVIEW
Elements of High-Quality
Assessment

3. ● Measurement
● Specifications
● Criteria
PPST: Domain 5
Assessment and
Evaluation

4. Criteria of a Good Test
1.Clarity of Learning Objectives
2.Practicality
3.Efficiency
4.Effectiveness
Introduction

5. What Is Test
Validity?
Validity
Does your test actually
measure what it is designed
to measure?
Reliability
Does your test yield
consistent results?
TRUTHFULNESS CONSISTENCY

6. Different Ways to Gauge Validity
1. Content-
related
2.Construct-
related
3. Criterion-
related
• Shows evidence that the test items adequately reflects
the test domain
• Usually results in high face validity
• Shows evidence that a test adequately captures the
concept (or construct) that it is designed to capture
• Shown via convergent & discriminant validation
techniques
• Shows that a test is able to predict the behavior that is
designed to predict
• Shown via concurrent & predictive validation
techniques

7. Content-related Validity
Content-related
Validity
• Shows evidence that the test items
adequately reflects the test domain-via
literature review, consulting subject matter
experts (SMEs)
GOAL:
To ensure that you comprehensively
cover/capture the test domain of interest
FACE
CONTENT

8. Criterion-related Validity
Criterion-related
Validity
• Shows that a test is able to predict the
behavior that it is designed to predict
GOAL:
To show that your test scores actually lead to
predicted behavioral outcomes either
now(concurrent) or in the future(predictive)

9. Construct-related Validity
Construct-related
Validity
• Shows evidence that a test adequately
captures the concept (or construct) that is
designed to capture
GOAL:
To show that your test correlates positively
(convergent) with similar tests and
negatively(discrimination) with dissimilar tests
DIVERGENT
CONVERGENT

11. Teacher-made test
Standardized
The test is administered and
scored in the same way for all
examinees.

12. Standardized
The test is administered and
scored in the same way for all
examinees.

13. A measure of skills Assessment is
positively related to subsequent
year’s skills performances.
Concurrent Predictive

14. A measure of skills Assessment is
positively related to subsequent
year’s skills performances.
Predictive

15. It says that if two constructs A & B
are very different , then measures of
A & B should be associated
Convergent Divergent

16. It says that if two constructs A & B
are very different , then measures of
A & B should be associated
Divergent

17. The test items are scored
following rules to reduce scorer
bias.
Assessment Objective

18. The test items are scored
following rules to reduce scorer
bias.
Objective

19. “Weakest’’ form of
Validity
Predictive Face

20. “Weakest’’ form of
Validity
Face

21. Thanks!
Do you have any questions?
Suggestions!
Additional Sharings!
oyoa.claire12@gmail.com

22. Resources
 https://www.youtube.com/watch?v=GY
WIai2qkBM
 https://slidesgo.com/
 https://www.chegg.com/homework-
help/questions-and-answers/following-
indicate-type-validity-evidence-
presented-1-researcher-found-
significant-positiv-q85954400