2nd Group:

CHARACTERISTICS OFA GOOD TEST

Name:
1. Lianita Nurlaily R. (A320160047)
2. Lala Devi Ovita (A320160032)
3. Cyntia Mahardhika K. (A320160035)
4. Idamin Solikah (A320160025)
 Principles of a good test

Practicality

Reliability

CHARACTERISTICS
Validity
OFA GOOD TEST
Authenticity

Interactiviness

Washback
 Principlesof a good
test

• Brown (2004) mentioned five major principles

of language assessment which consist of
practicality, reliability, validity, authenticity,
and washback. In addition, a test usefulness,
according to Bachman and Palmer (1996), can
be determined by considering the following
measurements qualities of the test: reliability,
authenticity, impact, and practicality.
Grondlund and Linn (1995) added one more
characteristic, that is objectivity.
 Practicality

• Practically is the relationship between the

resources that will be required in design,
development, and use of the test and the
resources that will be available for these
activities (Bachman and Palmer, 1996:36).
 Reliability

Methods of
Determining Absolute
Classification of Determining Relative
Reiability or Standard
Reliability Reliability or Reliability
Errors of measurement
Coefficient
 Classification of
Reliability

On the basis of thi estimation of reability fall into

two general classifications:
1) Relative Reliability or Reliability of Coefficient
The reliability is stated in terms of a coefficient of
correlation known as reliability coefficient.

2) Absolute Reliability or Standard error of

Measurement
The reliability is stated In terms of the standard
error of measurement.`
 Methods of
Determining Relative
Reliability or Reliability
Coefficient

• There are 4 ways to determine reliability :

1.Test-Retest method,
2.Equivalent forms/Parallel forms method,
3.Split-half method, and
4.Rational Equivalence/Kuder-Richardson
method.
 Methods of
Determining Relative
Reliability or Reliability
Coefficient
• Test-Retest Method
The easiest way to test the reliability of the test is by using
test-retest method. Test and retest method is done by
giving a test to a group and repeat the test to the same
group.
• Equivalent Forms/parallel Forms Method
Reliability of test scores can be estimated by equivalent
forms method.
• Inter-rater Reliability
Inter-rater reliability involves different raters to score the
same object so that they agree with the score and
decisions.
 Methods of
Determining Relative
Reliability or Reliability
Coefficient
• Internal consistency reliability
Refers to the reability of the different test items in a test,
whether they give the same results if they are given to the
students.
a. )Average inter-item correlation. Teachers or test designer take all
test items which have same construct. The teachers determines the
correlation coefficient of each pair or items then computed to the
average. The average of these correlation is called average inter-item
correlation.
b. )Split-half reliability. The test items are divided into two parts to
make to set of test. The two parts should be similar and cover same
materials. Usually the test is split base on the odd and even numbers.
 Methods of
Determining Relative
Reliability or Reliability
Coefficient
rumus
• Grondlund & Linn (1995) is of the opinion that “split
half reliabilities tend to be higher than equivalent form
reliabilities because the split half method is based on
the administration of single test”.
• Rational equivalent/ Kuder Richardson method :
Rational Equivalent is another method of determining
reliability and can also measure the internal consistency
of a test. This method does not need to two equivalents
forms of tests and does not need to split the test items
into two parts as in split half reliability.
Determining Absolute
Reiability or Standard
Errors of measurement

• Garrett (1985) has defined a true score as “a

measure which would be obtained by taking the
mean of an infinity large number of
measurement of a given individual on similar
tests under similar conditions”. If the test scores
include a large component of error its reliability is
low and if it includes a little of errors its reliability
is high. We can find out the standart error of
meassurement (SE) when the reliability
coefficient and standart deviation of the
distribution is given.
 Validity

• Validity refers to how well a test measures

what it is aimed to measure. The validity of
the test can be measured through several
ways, such as the validity of the test content,
the construct, the criterion-related and the
test face.
 Validity

There are some types of validity:

• Face validity. Face validity of a test can be measured by
examining whether the test instrument assess the cinstruct
to be tested. The face validity should concern the suitability
of the level difficulty of the task with the students, the
suitability of the time allotment to do the task, the
familiarity of the task, the clarity of direction, and the
relation between the task and the course as stated by
Brown (2004)
• Construct validity. Is the validity of the test in which the test
measures the construct intended to be measured no other
variables. A valid test will provide an accurate information
about the students whose ability is measured by a good
test which has a construct validity.
 Validity

• Criterion-related validity. Is obtained by correlating the

results of the test with the results obtained from another
criterion. This can be used to predict future or current
performance.
• Formative validity. Is obtained by measuring whether a test
can give information as feedback for the students and the
teacher to improve teaching and learning process.
• Objectivity. Objectivity is an important characteristic of a
good test. It affects both validity and reliability of test
scores. Good (1973) defines objectivity in testing is “the
extend to which the instrument is free from personal error,
that is subjectivity on the part of the scorer”. Objectivity
includes: objectivity in scoring, objectivity in interpretation
of test items by the test, objectivity of test items.
 Authenticity

• Authenticity emphasize that language is natural, contextualized

and meaningful. Besides, authenticity offers language theme-
based organization, story-line, or episode to reproduce real-
word tasks.Bachman and Palmer (1996) defined authenticity as
the degree to which a language test task’s characteristics
correspond to a target language use task’s features.
• According to Bachman and Palmer (1996: 136), the degree of
authenticity which may be measure in two ways, namely “In
terms of task characteristics or in terms of expected perceptions
on the part of test takers, and test users”. Authenticity of the
test can also be measured by “the degree to which test
materials and test condition succeed in replicating those in the
target situation”. (Mc. Namara 2000: 131).
 Interactiviness

• According to Bachman and Palmer (1996),

interactiveness is “ the extet and type of
involvement of the test taker’s individual
characteristics in accomplishing a test task”.
 Washback

• Washback refers to “criterion for a test is the

influence of the form and the content of the test”
in the classroom (Nation & Newton, 2009, p.169).
according to Bachman and Palmer (1996), test
impact refers to the influence of atest to macro
level such as society, an educational system, and
the in individuals within them. In other words, a
test has an impact at the macro level of a societal
educatinal system while it also affects the micro
level which is individuals, i.e., test takers.
 Washback

• Backwash, is defined as “ the effect that test have

on learning and teaching” (Hughes 1990, p. 53).
Backwash can be positive and negative. Positive
backwash will enhance the teaching and learning
process, Negative backwash will make students
and teachers worried about the test and hence
they switch the objectives of learning into the
target to do the test successfully. Backwash is the
test impact at microlevel which concerns the
teacher and the students. Spartt (2005, p.29) lists
some factors that contribute to backwash of a
test.
 Washback

• Five principles having been discussed above, Brown (2004: 40)

states that practicality, reliability,validity, authenticity, and
washback, can be provided as guidlines for evaluating a step-by-
step procedure in the classroom.
• Brown (2004) proposed eight tips to examine the five principles’
featurea as follows:
1. Check whether the test procedures are practical.
2. Check whether the test itself reliable
3. Ensure rater reliability
4. Check whether the procedure shows content validity
5. Make sure to account for the impact of the test
6. Check whether the procedure “biased for the best?”
7. Examine whether the task is authentic
8. Check whether the test gives useful washback to the learne?
 Summary

• Some principles of making a good test are

taken into account. Practicality, reliability,
validity, authenticity, interactiveness and
washback are considered to be significant
aspects to create a piece of incredible test.
These principles are better completely
accomplished to have a good set of test. One
principle is not fulfilled, it may downgrade the
value of the test.
Thankyou 