This document discusses quantitative analysis and criteria for a good test. It covers validity, reliability, and common statistical formulas used in quantitative analysis. Specifically, it defines: - Validity as whether a test measures what it intends to measure. There are several types of validity discussed. - Reliability as the consistency and stability of test scores. Factors like test length, difficulty, and administration procedures influence reliability. - Common statistical formulas used in quantitative analysis including descriptive statistics like means and standard deviations, correlations between variables, and item reliability analysis.

1. QUANTITATIVE ANALYSIS
DIANNA MAY C. MACAPULAY

2. A. CRITERIA OF A GOOD TEST
1.Relevance
- students are able to perform task
2. Representativity
- represents a real situation
3. Authenticity
- the situation and the interaction are meaningful and representative
in the world of the individual user

3. 4. Balance
- each relevant topic/ ability receives an equal amount of
attention
5. Validity
- the test effectively measures what is intended to measure

4. Sub Classifications of validity:
A.Concurrent validity
- If the scores it gives correlate highly with a recognized external criterion
which measures the same area of knowledge or ability
B. Construct validity
- if scores can be shown to reflect a theory about the nature of a
construct or its relation to other constructs
C. Content Validity
- if the items or tasks of which it is made up constitute a
representative sample of items or tasks for the area of knowledge or
ability to be tested. (often related to syllabus or course).

5. D. Convergent Validity
- there is a high correlation between scores achieved in it and those
achieved in a different test measuring the same construct E.
Criterion- related
E. Validity
- if a relationship can be demonstrated between test scores and
some external criterion which is believed to be a measure of the
same ability
- Information on it is also used in determining how well a test
predicts future behavior

6. F. Discriminant validity
- if the correlation it has with tests of a different trait is lower
than correlation with tests of the same trait, irrespective of testing
method
G. Face Validity
- the extent to which a test appears to candidates, to be an acceptable
measure of the ability they wish to measure
H. Predictive Validity
- indication of how well a test predicts future performance in a
relevant skill

7. 1. Appropriateness of test items
2. Directions
3. Reading vocabulary and sentence structure
4. Difficulty of items
5. Construction of test items
6. Length of the test
7. Arrangement of items
8. Patterns of answers
FACTORS THAT INFLUENCE
VALIDITY

8. 6. Relialibilty
- consistency and stability with which a test measures
performance
VARIABLES:
1. Specificity
- questions should not be open to different information
2. Differentiation
- the test discriminates between good and poor students
3. Difficulty
- the test has an adequate level of difficulty

9. 4. Length
- the test contains enough items. In multiple choice at least 40
test items are required
5. Time
- students should have sufficient time to perform a test/ task
6. Item construction
- a well- constructed questions is better than a poor one

10. Possible reasons for the inconsistency of
an individual’s score in a test
- scorer’s inconsistency
- Limited sampling of behaviour
- Changes in the individual himself

11. Factors affecting reliability/ factors which
influence the reliability of a test
- Objectivity
- Difficulty of the test
- Length of the test
- Adequacy
- Testing condition
- Test administration procedures

12. B. IMPORTANCE OF QUANTITATIVE ANALYSIS
1.Purpose
- Q. A is meant to give some idea about the reliability of the test
- statistical data can make problematic items more visible
2. Getting started
- during the development phase of the test development process,
a sample group of at least 20 representative end- users is gathered to
whom the test is administered and solved using a statistical program
- Usually the help of statistician is necessary
- When this has been done, the descriptive statistics, the correlation, and
the item reliability analyses can be checked

13. C. COMMON STATISTICAL FORMULAS
1.Descriptive statistics
- intended to offer a general idea about the test scores
CONCEPTS:
A.N indicates the number of tests reviewed
Minimum singles or the lowest score from the population
Maximum singles or the highest score from the population
b. Mean refers to the average score
c. Std. Deviation (SD) is the mean deviation of the values from their
arithmetic mean. A small SD implies that in general the scores do not
deviate much from the mean

14. 2. Correlations
- the relationship between two variables
- Illustrated by scatter plots which are similar to line graphs in that they
use horizontal and vertical axes to plot data points; show how much one
variable is affected by another
- Indicates the strength and direction of a linear relationship between two
random variables
- Always situated on the -1 to 1 spectrum
- The closer a correlation is to either end of the spectrum, the stronger the
relationship
- A relationship is statically significant, if Sig. ≤0.5

16. The closer the data points come when plotted to making a
straight line, the higher the correlation between the two
variables, or the stronger the relationship
A perfect positive correlation is given the value of 1. A perfect
negative correlation is given the value of -1. if there is
absolutely no correlation present the value given is 0. the
the number is to 1 or -1, the stronger the correlation, or the
stronger the relationship between the variables. The closer the
number is to 0, the weaker the correlation

17. positive correlations- If the data points make a straight line
going out to high x- and y- values
Negative correlation- if the line goes from a high- value on
the y- axis down to a high value on the x- axis
In language tests, correlations can merely serve as an
indicator of reliability, but very low correlations mostly
mean that something is wrong

18. 3. Item reliability
- indicates the discriminatory potential of a test item
- As in standard correlations, a very reliable item(with a highly
discriminatory capacity) would score close to -1 or 1. Items are
considered unreliable if they score in between .3 and -.3.

19. E N D