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Good test , Reliability and Validity of a good test

The document assesses the importance of good tests in measuring student progress and discusses their reliability and validity. It outlines definitions, objectives, characteristics, and functions of achievement tests, along with methods for evaluating reliability and validity. The document also distinguishes between quantitative and qualitative evaluation tools, emphasizing that effective tests must be fair, practical, reliable, and valid.

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PAPER : ASSESMENT OF LEARNING (B.Ed 2017-2019) GGSIPU MAHARJA SURAJMAL INSTITUTE TOPIC : Good test , Reliability and Validity of a good test Submitted by : TIRU GOEL Roll no : 07314902117 Submitted to : Dr. Anviti rawat
GOOD TEST Introduction:- It is an important tool in school evaluation and has great importance in measuring the progress of students in the subject area. A good test marks the achievement of a pupil. It is directly related to the growth and development of pupil in the educational situations. Tests should give an accurate picture of student’s knowledge and skills in the subject area being tested.
DEFINITIONS “Any test that measures the attainments and accomplishments of an individual after a period of training or learning” - NM Downie “Any type of ability test that describes what a person has learned to do” – Throndike and Hagen
ACHIEVEMENT TEST STANDARDISED TEST  They are designed by the teachers to measure a student’s level of skills or knowledge in a specific area.  Mostly these are needed in order to pass a class or continue on to the next grade level.  Achievement tests are not used to determine what you are capable of; they are designed to evaluate what you know and your level of skill at the given moment.  They require the test takers to answer the same question in the same way and are scored in a standard or consistent manner.  The term is primarily associated with large scale tests administered to large scale population.  The questions can be simple or complex.
 A common use is to determine a person's academic level.  Example: Summative test, Formative Test, class test etc.  A common use is to identify where a person stands above the average level.  Example: Aptitude test, College admission test, etc.
OBJECTIVES  Identify and explain reasons for performing test.  Evaluate a test’s validity and reliability.  Select appropriate tests according to the requirement of class, students and their level.
FUNCTIONS OF TEST  It provides basis for promotion to the next grade.  To find out where each student stands in various academic areas.  They are recorded as scores or grades for a student’s academic record for report card or admission to higher education.  To understand the level of knowledge a student has gained.  To prepare the students for next tests by identifying their problems.
CHARACTERISTICS OF GOOD TEST Reliability:- A test must be reliable in a sense that it must be able to determine the consistency of an examinee’s performance. A test is reliable if we get the same results repeatedly. Validity:- A good test must be able to measure what it claims to measure then only a test has high validity. Fairness:- A good test does not discriminate on the basis of gender, caste, religion, race, etc. Practicality:- A good test must have clarity, simplicity and the ease of reading instructions.
TOOLS OF EVALUATION There are two types of tools of evaluation:- Quantitative:- Quantitative method is distinguished by emphasis on numbers, measurement, experimental design, and statistical analysis of the performance of students. Example: Written, oral and practical tests. Qualitative:- It is a multimethod in focus, involving an interpretive and naturalistic approach to its subject matter. Example:- Observation, introspection, projection.
DIFFERENCE BETWEEN Quantitative Evaluation Tools • Results can be measured or counted. • It makes use of tests, exams, etc. • Any other person trying to quantitatively assess the same situation should end up with the same results. Qualitative Evaluation Tools • Results can be observed and not measured. • It makes use of the five senses. • Two individuals evaluating the same thing may end up with different or conflicting results.
• Quantitative evaluation is easy to reproduce with accuracy. • Examples: Written test, oral test, practical examinations. • Qualitative evaluation becomes harder to reproduce with accuracy. • Examples: Observation, introspection, projection.
WHAT IS RELIABILITY ! • According to the dictionary meaning , Reliability means Consistency , Dependence or Trust . • It depends on dual factors of Trust worthiness and Stability. • So . In measurement Reliability is the degree of uniformity b/w 2 measurements of the same thing. • A test is believed to be reliable when the score is stable . For Ex- Conducting a test in a group and finding a mean score of 55 & Repeating that test again after 3 days and getting the same mean score.
FEATURES OF RELIABILITY • RELIABILITY depends on factors like Guessing , memory forgetting or physical health which may affect result of one measurement from the other • Environmental factors:- Differences in the testing environment, such as room temperature, lighting, noise, or even the test administrator, can influence an individual's test performance. • Test form:- Many tests have more than one version or form. Items are different on each form, but are supposed to measure the same thing. Because the forms are not exactly the same, a test taker might do better on one form than on another. • Multiple raters:- This happens when scoring is determined by a rater's judgments of the performance . Differences in training and experience among raters can produce different test scores for the test taker.
TYPES OF RELIABILITY ? TEST-RETEST METHOD:- This is the most simple method of determining the test reliability , under which a test is given and repeated on the same group after an interval of time . Later on the co-relation b/w the 2 tests is obtained which indicates the level of stability of the test .
PARALLEL FORMS METHOD:- • In this type of method , two parallel tests with same content , difficulty level and length are conducted in a group in a short span of time • Further , the co-relation b/w the 2 tests is obtained which provide the index of comparison
SPLIT-HALF METHOD:- • In this type of method , a single test is divided into 2 equal parts and co-relation b/w these half-tests is obtained • The best way to do that is taking all odd numbers in one half and even numbers in other half.
WHAT IS VALIDITY ? Validity means Truthfulness of any test , it measures to which level a test is fulfilling the purpose for which it is used. It depends on dual factors of – Accuracy and suitability How well the test measures what it is suppose to , is judged through validity.
FEATURES OF VALIDITY • Validity refers to test results , it’s correctness and usefulness. • Validity is a matter of degree to which you can make specific conclusions or predictions about students based on their test scores. • Validity indicates that there is link between teaching styles and test performance.
TYPES OF VALIDITY CONTENT RELATED VALIDATION:- • A test needs to have a representative sample of the teaching/instructional contents as defined and covered in the curriculum • . Content validity is the estimate of how much a measure represents every single element of a construct. • Example: a grammar test should contain every part of the grammar. But we cannot take all of them, so just take the sample to represent the content.
CRITERIA RELATED VALIDATION:- Criterion Validity measures whether a test reflects a certain set of abilities. It also includes , • Predictive validity which is a measure of how well a test predicts abilities. It involves testing a group of students on a construct and then comparing them with results obtained at some point in the future.
CONSTRUCT RELATED VALIDITY:- It defines how well a test or experiment measures up to its claims. A test designed to measure depression must only measure that particular construct, not closely related ideals such as anxiety or stress.