The document discusses the concept of validity, which refers to the degree to which a test measures what it claims to measure, and reliability, which refers to the consistency and dependability of test scores. It provides definitions and examples of different types of validity including content, criterion-related, and construct validity. It also examines various methods of assessing reliability such as test-retest, alternate forms, and internal consistency and the coefficients and issues associated with each.

1. It is “the degree to which a certain inference
from a test is appropriate or meaningful”
(Drummond, 2000)
It is the extent to which a test does the job
desired of it; the evidence may be either
empirical or logical (Lyman, 1991)
It is the extent to which a test measures what it
is supposed to measure (Murphy &
Davidshofer, 1998)

2. Types Purpose Procedure Types of Tests
Content To compare Compare test Survey achievement
whether the test blueprint with the tests, Criterion-
items match the set school, course, referenced tests,
of goals and program objectives. examinations
objectives Use panel of experts
in content area (eg
teachers,
professors)

3. Types Purpose Procedure Types of Tests
Criterion: To determine Correlate test scores Scholastic aptitude,
Predictive whether there is a with criterion General aptitude
relationship between measure obtained batteries, Prognostic
a test and a criterion after a period of time tests, Readiness
measure to be tests, Personality
obtained in the tests
future

4. Types Purpose Procedure Types of Tests
Construct To determine Conduct multivariate Intelligence tests,
whether a construct statistical analysis, aptitude tests,
exists and to discriminant personality tests
understand the traits analysis,
or concepts that multivariate analysis
make up the set of of variance
scores or items

5. It refers to the degree to which test scores are
consistent, dependable or repeatable; it is the
function of the degree to which test scores
are free from errors (Drummond, 2000)
It refers to the consistency of test scores
obtained by the same persons when
reexamined with the same test on different
occasions, or with different sets of equivalent
items, or under other variable examining
conditions (Anastasi and Urbina, 1997).

6. The concept of reliability underlies the error of
measurement of a single score whereby we can
predict the range of fluctuation likely to occur in
a single individual’s score as a result of irrelevant
chance factors.
The other concept of reliability refers to the
consistency of a test based on the number of
items in the test and the average inter
correlations among all items and computing the
average of these inter correlations among test
items.

7. Method Procedure Coefficient Problems
Test-retest Same procedure Stability Memory effect
given twice with time Practice effect
interval testing Change over time
Alternate forms Equivalent tests given Equivalence and Hard to develop 2
with time between stability equivalent tests
testing May reflect change
in behavior over
time

8. Method Procedure Coefficient Problems
Internal Consistency One test given at Equivalence and Uses shortened
one time only (test internal consistence forms (split half)
divided into part in Only good if traits
split-half) are unitary or
homogenous
Gives high estimate
on a speeded test
Hard to compute by
hand