The document discusses various qualities of good tests, including validity, reliability, objectivity, discrimination, and practicality. It defines different types of validity like content validity and construct validity. It also discusses ways to ensure validity, such as submitting tests to experts and ensuring reliability through methods like test-retest and using correlation coefficients. The document emphasizes that a test needs to measure what it is intended to measure and produce consistent results.

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Evaluation
Qualities of Good Tests
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2. Content Validity
● Degree to which a test measures
what it is supposed to measure
● Every test item related to the stated
performance objective
● Must measure the degree of
behavior change sought
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3. Things that affect validity
● Manner in which the test is
administered
● Physical and emotional condition of
test takers
● Long detailed instructions test
reading ability as much as learning
● Standardized tests are often not
valid for the group or for the
objectives they are intended to
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measure.

4. Construct Validity
● Based on how the test is constructed
● Could a clever student pass the test
with out knowing the course
material?
● Could capable students fail just
because they can’t determine what
the test is asking for?
● Is the test measuring reading
ability, memorization skills, reaction
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time, vocabulary emotional

5. Concurrent validity
● Measuring your test against some
predetermined criterion of validity.
● Like a calibration test
● Compare the results of a new test
with those of an older test that is
known to be valid.
● Not often used in regular classrooms
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6. Ensuring Validity
● Subjective method; Does it measure
what it is supposed to measure.
● Submit the test to competent
practitioners
● Critical inspection by test
constructor
● Reliability, objectivity,
discrimination, comprehensiveness,
and practicality contribute to
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validity.

7. Reliability
● Degree to which the test gives
consistent results each time it is
used.
● Test should be long enough to
provide thorough coverage of
material
● Elements that increase the chances
of guessing should be eliminated
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8. Reliable but not valid
● The test might reliably test a
element which was not the intended
variable
● A thermometer reliably measures
temperature but can’t be used to
measure blood pressure.
● A test must be reliable to be valid
but it is possible for it to be reliable
but not valid
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9. Ensuring reliability
● Reduce the factors that vary each
time the test is administered.
● As many variable factors as test
takers
● Use Equivalent Forms method
● High scorers on test #1 should score
high on test 2 (measured by
coefficient of correlation)
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10. Coefficient of correlation
● How much one item( score is related
to another)
● Statistical expression
● 1 expressing a perfect relationship
and 0 expressing no relationship
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11. Ensuring reliability
● Test- Retest method
● Give the same test a second time
● Assumes students don’t remember
first test and that no learning has
occurred in between tests
● Use coefficient of correlation
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12. Ensuring reliability
● Split Half method
● Make a test
● Separate the odd and even
numbered questions
● Administer as 2 tests and determine
correlation
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13. Other means of improving reliability
● Increase the overall length of the
test
● Improve clarity of items
● Make directions clear and concise
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14. Objectivity
● The degree to which the test items
can be misinterpreted by the test
taker
● The degree to which the test can be
scored with out bias or personal
opinion affecting grades
● Affects validity and reliability
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15. Scoring bias affects objectivity
● Several competent people should be
able to score the same test and get
the same result
● a problem for essay or project type
evaluation instruments
● Use a guideline or a rubric to reduce
bias
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16. Objectivity is affected by student
interpretation
● Each question should be able to be
interpreted in only one way by
students who know the material well
● Ambiguous or inconsistent questions
add confusion
● Poor grammar and sentence
structure leads to misinterpretation
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17. A Discriminating test:
● Identifies the students who have
mastered the material from those who
have not.
● Has a wide range of scores when
administered to a varied group of
students
● Should include items at all levels of
difficulty
● Items can discriminate in a negative
direction when the poor students all get it
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right

18. A comprehensive test
● Has an appropriate number and type
of items
● All objectives and phases of
instruction are covered in the test
● Subjectively determined
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19. Practicality
● Is the test usable
● Is it readable, easy to administer
and score
● How much time money and
personnel are required
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20. Discussion
●
Can you think of a test that is
reliable but not valid?
● How can the type of test affect
validity?
● What do you do to ensure that tests
are administered in a consistent
fashion?
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