CHARACTERISTICS OF

ASSESSMENT METHOD
 VALIDITY

 means the degree to which a test

measures what it intends to measure
 the truthfulness of the response
The validity of a test concerns what the
test measures and how well it does so.

Example, to assess validity of teacher-

made test, it is necessary to consider what
kind of teacher-made test is supposed to
measure and how well it serves its purpose.
Example, to assess validity of
teacher-made test, it is necessary
to consider what kind of teacher-
made test is supposed to measure
and how well it serves its purpose.
 FOUR TYPES OF
VALIDITY

(1)Content validity
(2)Concurrent validity
(3)Predictive validity
(4)Construct validity
 Content Validity

 This means the content or topic is truly the

representative of the course.
It involves the systematic administration of the
test content.
 It is commonly used in assessing achievement
test. A well-constructed achievement test must
cover the objective of instruction, not just the
subject matter.
 Content validity is also applicable to
certain occupational test designated to
select and classify employees, but
content validity is inappropriate for
aptitude test and personality test.
For instance,
Sample Test Items Retain Revise Delete
Direction: Encircle the correct answer in the 3 2 1
parenthesis
1. She (hears, hear) mass everyday.

2. Her daily allowance of Ᵽ50 (is, are) not

enough.
3. Mother (buy, buys) apples.

4. Mela (give, gives) alms to the beggar.

 Concurrent Validity

 It is the degree to which the test

agrees or correlates with a criterion
set up as an acceptable measure. The
criterion is always available at the
time of testing.
 It is applicable to test employed for
diagnosis of existing status rather
than prediction of outcome.
 Predictive Validity

 This validity determines by showing

how well predictions made from the
test are proven by proof collected at
some succeeding time.
 The criterion measures against this
type of validity is important because
the outcome of the subject or student
is predicted.
 Construct Validity

 This is the extent to which the test

measures a theoretical trait.
 This involves such test those
understanding, appreciation, and
interpretation of data.
 Examples are intelligence and
mechanical aptitude tests.
 RELIABILITY

 means the extent to which a test is

consistent & dependable

 the test agrees with itself

 refers to the consistency of a research

study or measuring test
 Four Techniques

1. Test-retest Method
2. Parallel Forms Method
3. Split-Half Method
4. Internal Consistency Method
 Techniques

1. Test-retest Method

 the same test is administered twice

to the same group of students
 the correlation coefficient is
administered
 Disadvantages:
a. When the time interval is short, the respondents
may recall their previous responses and this tends to
make the correlation high
b. When the time interval is long such as unlearning,
forgetting, among others may occur and may result
in low correlation of the test
c. Environmental conditions may affect the correlation
coefficient of the test
 Techniques

1. Test-retest Method

 Spearman rank correlation coefficient or Spearman rho

2
6 ∑D
rs _________
= 1 - N3 – N

rs - Spearman rho
2
∑D - sum of the squared difference
N - number of cases
Students X Y Ranks Differences
Rx Ry D D2
1 50 51 3 1.5 1.5 2.25
2 43 42 10.5 10.5 0 0
3 48 48 5 4.5 0.5 0.25
4 45 44 8 8 0 0
5 40 41 13 12.5 0.5 0.25
6 47 47 6 6 0 0
7 52 51 1 1.5 0.5 0.25
8 39 38 14.5 15 0.5 0.25
9 44 43 9 9 0 0
10 43 42 10.5 10.5 0 0
11 41 41 12 12.5 0.5 0.25
12 46 45 7 7 0 0
13 39 39 14.5 14 0.5 0.25
14 51 50 2 3 1.0 1.0
15 49 48 4 4.5 0.5 0.25
Total 5.00
 Interpretation of Correlation Value

An r from 0.00 indicates zero correlation.

An r from 0.01 to + 0.20 denotes negligible correlation.
An r from 0.41 to + 0.70 means low or slight correlation.
An r from 0.71 to + 0.90 signifies marked of moderate
relationship.
An r from 0.91 to + 0.99 denotes very high relationship.
An r of + 1.0 means perfect correlation.
 Techniques

2. Parallel Forms Method

 the test is administered to a group of

students and the paired observation is
correlated
 the two forms of the test must be constructed
that the content, type of test item, difficulty,
and instruction of administration are similar
but not identical
 Techniques

2. Parallel Forms Method

 Pearson product-moment correlation coefficient

N ∑XY - (∑X)(∑Y)
rxy = ___________________________________
√[N∑X2 - (∑X)2] [N ∑Y2 - (∑Y)2]
 Scores
Students Form A Form B X2 Y2 XY
X Y

1 68 67 4624 4489 4556

2 69 68 4761 4624 4692

3 66 66 4356 4356 4356

4 65 64 4225 4096 4160

5 70 69 4900 4761 4830

6 55 53 3025 2809 2915

7 50 51 2500 2601 2550

8 48 50 2304 2500 2400

9 40 40 1600 1600 1600

10 52 51 2704 2601 2652

Total 583 579 34,999 34,437 34,711

 Techniques

3. Split-Half Method

 the test is administered once, but the test

items are divided into two halves
 the common procedure is to divide the test
into odd and even items
 the two halves must be similar but not
identical
 Techniques

3. Split-Half Method

 each student obtains two scores, one on the

odd and the other even items in the same test
 the scores obtained in the two halves are
correlated
 the result is reliability coefficient for a half
test
 Techniques

3. Split-Half Method

 Spearman-Brown Formula
2 ( rht )
rwt =
________________
1 + rht

Where: rwt - Reliability of whole test

rht - Reliability of half test
 Scores Ranks Difference
Students X(odd) Y(even) Rx Ry D D2

1 40 41 4.5 5.5 1.0 1.0

2 45 46 3 3 0 0

3 39 40 6.5 7 0.5 0.25

4 48 50 1 1 0 0

5 46 48 2 2 0 0

6 40 42 4.5 4 0.5 0.25

7 38 38 8 8 0 0

8 35 31 9 9.5 0.5 0.25

9 30 31 10 9.5 0.5 0.25

10 39 41 6.5 5.5 1.0 1.0

Total 3.0
 Techniques

4. Internal Consistency Method

 is used in psychological test that consists of

dichotomous scored items
 the examinee either passes or fails in an item
 a rating of (1) for correct answer
 a rating of (0) for incorrect response
 Techniques

4. Internal Consistency Method

 Kuder-Richardson Formula
rxx = N SD2 – piqi
_______ . __________
N–1 SD2

Where: N – Number of items

SD2 – Variance
piqi – Product of passing & failing item i
Items Students f pi qi pq
i i
1 2 3 4 5 6 7 8 9 10 11 12
1 1 1 1 1 1 1 1 1 1 0 0 0
9 0.75 0.25 0.1875
2 1 1 1 1 1 1 1 1 0 0 0 0
8 0.67 0.33 0.2222
3 1 1 1 1 1 1 1 1 0 0 0 0
8 0.67 0.33 0.2222
4 1 1 1 1 1 1 1 1 0 0 0 0
8 0.67 0.33 0.2222
5 1 1 1 1 1 1 1 0 0 0 0 0
7 0.58 0.42 0.2431
6 1 1 1 1 1 1 1 0 0 0 0 0
7 0.58 0.42 0.2431
7 1 1 1 1 1 1 1 0 0 0 0 0
7 0.58 0.42 0.2431
8 1 1 1 1 1 1 1 0 0 0 0 0
7 0.58 0.42 0.2431
9 1 1 1 1 1 1 0 0 0 0 0 0
6 0.50 0.50 0.2500
10 1 1 1 1 1 1 0 0 0 0 0 0
6 0.50 0.50 0.2500
11 1 1 1 1 1 1 0 0 0 1 1 0
8 0.67 0.33 0.2222
12 1 1 1 1 1 1 0 0 1 0 0 0
7 0.58 0.42 0.2431
13 1 1 1 1 1 1 0 0 0 0 0 0
6 0.50 0.50 0.2500
14 0 1 1 1 1 0 0 0 0 1 0 0
5 0.42 0.58 0.2431
15 1 1 0 1 0 0 1 0 0 0 0 0
4 0.33 0.67 0.2222
14 15 14 15 14 13 9 4 2 2 1 0
3.5069

Computation of Kuder-Richardson Formula 20

 Variance (SD2) Computation

Students Score (X) X-X (X – X)2

1 14 5.33 28.4089
2 15 6.33 40.0689
3 14 5.33 28.4089
4 15 6.33 40.0689
5 14 5.33 28.4089
6 13 4.33 18.7489
7 9 0.33 0.1089
8 4 -4.67 21.8089
9 2 -6.67 44.4889
10 2 -6.67 44.4889
11 1 -7.67 58.8289
12 0 -8.67 75.1689
Total 104 429.0068
 PRACTICABILITY

 the third characteristic of assessment

method
 it means the test can be satisfactorily
used by teachers and researchers
 it also should be implementable and
does not require too much time or
resources
 means usability
 Ease of
Administration

Low Cost

Ease of Scoring FACTORS

Proper
Mechanical
Ease of Make-up
Interpretation
& Application
 JUSTNESS

 the fourth characteristic of assessment

method
 it is the degree to which the teacher is
fair in assessing the grades of the learners
 the teacher should set a criteria
 the teacher must be just in assessing the
achievements of the learners based on the
criteria
 MORALITY IN ASSESSMENT
 the fifth characteristic of assessment
method
 it is the degree of secrecy of grades of
the learners
 the test results or grades must be
confidential
 Top achievers must be recognized as
incentive
 parents of slow learners must be
informed so that they can follow up their
children