This document discusses the validity of tests as a characteristic of a good test. It defines validity as the degree to which a test measures what it is intended to measure. Validity refers not only to test scores but also to the decisions made from test results. There are three key aspects of validity: it concerns the extent to which test performance allows generalizing to non-tested situations; validity is the most important test property as without it the test is useless; and validity applies to all classroom assessments, not just formal tests.

1. Republic of the Philippines
Mindanao State University
General Santos City
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Presented by: Cheenly Villanueva Ed 103 – Mth 7:30-9:00 AM
Presented to: Dr. Ava Claire Marie O. Robles December 10, 2012
Module 5: CHARACTERISTIC OF A GOOD TEST
Lesson 1: Validity of the Test
-Bingham defines this word as a “closeness of agreement between the scores of the test and some
other measures” and Warters defines validity as “the degree to which a test measures that which is
supposed to measure.”
- is defined as "the extent to which a test measures what it is supposed to measure". This means
that if a test is designed to measure examinees’ language ability, it should measure their language
ability and nothing else. Otherwise, it will not be a valid test for the purposes intended.
-it also refers to the decisions that are made from assessment information and the Assessment
approach itself. It is not appropriate to say, “This assessment information is valid” unless you say
what decisions or groups it is valid for assessment information valid for one decision or group of
pupils is not necessarily valid for other group.
Three things about the validity assessment information:
First, validity is concerned with the extent to which the sample of student performance
gathered permits generalizations about pupil behavior in similar non-assessed situations.
Second, validity is the most important property assessment information can possess because
without it, the assessment information is of no use.
Third, validity pertains to all classroom assessments, not just to those involving formal,
paper-and-pencil techniques.

2. References:
Oriondo, Leonora Loyola & Dallo-Antonio, Eleonor M. “Evaluating Educational
Outcomes.”84 P. Florentino Street, Quezon City. Rex Printing Company, Inc., 2005.
Ornstein, Allan C. “Strategies for Effective Teaching.” Harper Collins Publishers,
New York.
De Jesus, Evangeline M., Ed.D. “Handbook of Psychological Tests: Theories,
Administration, Scoring and Application.”856 Nicanor Reyes, Sr. St., Sampaloc,
Manila. Rex Book Store, Inc., 2005
http://akhirman.blogspot.com/2010/05/validity-of-good-test.html
http://michaeljmillerphd.com/res500_lecturenotes/Reliability_and_Validity.pdf
http://csl.iupui.edu/assessment/characteristicsofGoodInstruments.cfm