VALIDITY
Prepared by: Ronico T. Madanlo
DEFINITION
• According to Oriondo & Antonio (1989), validity refers to
the extent to which the test serves its purpose or the
efficiency with which it measures what it intends to
measure.
( e.g objectives and learning of the students)
• Validity is the degree to which assessment instruments
can gather accurate data.
• The validity of a test concerns what the test measures and
how well it does so.
DEFINITION
• It refers to the usefulness of the instrument for
a given purpose.
• It is the most important criterion of a good
assessment instrument
• A test is valid if it measures what it purports to
measure.
TYPES OF VALIDITY
FACE VALIDITY
CONTENT VALIDITY
CONSTRUCT VALIDITY
CRITERION-RELATED VALIDITY
• CONCURRENT VALIDITY
• PREDICTIVE VALIDITY
FACE VALIDITY
• Face validity pertains to whether the test “looks
valid” to the examinees who take it (Catane, 2000).
One consideration that the teacher should focus on
as he develops the assessment instrument is its
appearance.
• The directions, readability, correctness of grammar
and structure, spacing, and suitability of words used
have direct or indirect effect on the accurateness of
students’ responses in the assessment instrument.
FACE VALIDITY
• Done by examining the physical appearance
of the instrument.
• Font style, font size, the indention, lay-out of
the exam and clarity of the copies.
• Face validity refers to how test takers
perceive the attractiveness and
appropriateness of a test.
CONTENT VALIDITY
• Oriondo & Antonio (1989) stress that content validity
is related to how adequately the content of the test
samples the domains about which inferences can be
made.
• This means that, through this method, the
validators have to ensure that the contents
taught, as stated in the objectives, are similar with
the contents portrayed by the assessment
instruments.
CONTENT VALIDITY
• In judging content validity, one should look at both the
subject matter covered in the test and the type of behavior to
be measured.
• Done through a careful and critical examination of the
objectives and topics so the test reflects the curricular
objectives that was taught.
• Preparation of the Table of Specification to stengthen the
sampling of the items per topic.
CONTENT
Example: VALIDTY
If the measure of art appreciation is created, all of the
items should be related to the different components and
types of art. If the questions are regarding historical time
periods with no reference to any artistic movement,
teacher may be motivated to give their best effort in this
measure because they do believe it is a true assessment of
art appreciation.
CONSTRUCT VALIDITY
• It refers to the pyschological traits and effects of
the instrument.
• This type of validity involves a systematic
examination of the test content to determine
whether it covers a representative sample of the
behavior domain to be measured (Catane, 2000).
CONSTRUCT VALIDITY
• This is used to ensure that the measure is actually
measure of what it is intended to measure
(construct), and not other variables.
CONSTRUCT VALIDITY
Example:
A women’s studies program may design a cumulative
assessment of learning throughout the major. The questions are
written with complicated wording and phrasing.
This can cause the test inadvertently becoming a test or reading
comprehension, rather than a test of women’s studies. It is
important that the measure is actually assessing the intended
construct, rather than extraneous factor.
CONSTRUCT VALIDITY
Example:
If a test is designed to measure intelligence, it should include
questions that assess problem solving, reasoning and logic
rather than just memorization skills.
CRITERION-RELATED VALIDITY
• This type of validity is considered criterion-related because it
uses some criteria as bases for showing that the assessment
instrument possesses a desirable degree of accuracy.
• These criteria can either be student’s previous
performance or an assessment instrument with already
known validity.
• This is used to predict future or current performance and
correlates test results with another criterion of interest.
CRITERION -RELATED VALIDTY
PREDICTIVE CONCURRENT
VALIDITY VALIDITY
According to Kubiszyn & According to Best & Kahn
Borich (2000), predictive (1998), concurrent
validity refers to how well validity refers as to
the test predicts some whether the test is closely
future behavior of the related to other measures
examinee. such as… scores on
another test with already
known validity.
CRITERION -RELATED
PREDICTIVE VALIDTY CONCURRENT
VALIDITY VALIDITY
Predictive validity refers to the Concurrent validity refers to the
degree of accuracy of how a test degree to which the test
predicts one performance at correlates with a criterion, which
some subsequent time. The is set up as an acceptable
criterion measured against this measure or standard other than
type is important because the the test itself.
future outcome of the student is
predicted.
CRITERION -RELATED
PREDICTIVE VALIDTY CONCURRENT
VALIDITY VALIDITY
To correlate the results of the To establish this validity, the
constructed assessment assessment instruments (the
instrument and previous valid instrument and the newly
performance, a statistical developed one) must be
analysis is applied. conducted to the same group
of students and the scores
shall be determined and
correlated.
actors that Affect the Validity of a Test
Inappropriateness of the test items
Directions of the test items.
Reading vocabulary and sentence
structure.
Factors that Affect the Validity of a
Test
Level of difficulty of the test
item.
Poorly constructed test items.
Length of the test items
Factors that Affect the Validity of a
Test
Arrangement of the test items.
Pattern of the answers.
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