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Enhancing Exam Validity and Reliability

Validity refers to how accurately a test measures what it is intended to measure. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion validity compares test results to other measures of the same domain, and face validity is whether the test appears to measure the intended domain. Reliability refers to how consistently a test measures whatever it measures. Tests can be made more valid by writing explicit test specifications, using direct testing methods, and ensuring scoring relates to the construct. Reliability is increased by including more test items, excluding ambiguous items, providing clear instructions, and using objective scoring methods. Washback refers to how a test impacts teaching and learning.

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Areli Reyes
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9 views7 pages

Enhancing Exam Validity and Reliability

Validity refers to how accurately a test measures what it is intended to measure. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion validity compares test results to other measures of the same domain, and face validity is whether the test appears to measure the intended domain. Reliability refers to how consistently a test measures whatever it measures. Tests can be made more valid by writing explicit test specifications, using direct testing methods, and ensuring scoring relates to the construct. Reliability is increased by including more test items, excluding ambiguous items, providing clear instructions, and using objective scoring methods. Washback refers to how a test impacts teaching and learning.

Uploaded by

Areli Reyes
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

VALIDITY

A test is said to be valid if it measures accurately what it is


intended to measure (Validity= construct validity )
Content validity : the content of the exam constitutes a
representative sample of the language skills, structures,
etc. with which it is meant to be concerned.
Criterion validity: relates to the degree to which results
on the test agree with those provided by some
independent and highly dependable assessment of the
candidates ability. CONCURRENT AND PREDICTIVE
Face validity: it looks as if it measures what it is
supposed to measure.
How to make tests more valid

Write explicit specifications for the test which take


account of all that is known about the constructs that
are to be measured. Make sure that you include a
representative sample of the content of these in the
test.
Whenever feasible, use direct testing
Make sure that the scoring of responses relates
directly to what it is being tested.
Do everything possible to make the test reliable. If a
test is not reliable , it cannot be valid.
Reliability

The scores actually obtained in a test on a particular


occasion are likely to be very similar to those which
would have been obtained if it had been
administered to the same students with the same
ability but a different time.
How to make tests more reliable

Take enough samples of behaviour


Exclude items which do not discriminate well
between weaker and stronger students.
Do not allow students too much freedom
Write unambigous items
Provide clear and explicit instructions
Ensure that tests are well laid out and perfectly
legible
How to make tests more reliable

Make candidates familiar with format and testing


techniques
Provide uniform and non distracting conditions of
administration
Use items that permit scoring as objective as
possible
Make comparisons between candidates as direct as
possible
Provide a detailed scoring key
How to make tests more reliable

Train scorers
Agree acceptable responses and appropriate scores
at outset of scoring
Identify candidates by number, not name
Employ multiple, independent scoring
Washback

The effect of testing o teaching and learning. This


may include the students, teachers, courses,
curriculum, etc.
In order to achieve beneficial washback:
Test the abilities you want to encourage
Sample widely and independently
Use direct testing
Base achievement tests on objective
Ensure the test is known and understood by students
and teachers.

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