CHAPTER 3- LESSON 1

ASSESSMENT
METHOD
 ASSESSMENT METHOD
There are many characteristics to consider in examining
and designing an appropriate assessment method that
will reflect the established learning goals and activities
which includes: validity, reliability, practically,
comprehensive, relevant, balanced and interpretability.
 It is the extent to which the
instrument measures what it
intends to measure.

1 The teacher must identify the

VALIDITY expected learning outcomes and

goals of the subject in order to
appropriately assess student work
in written, oral and performance.
 It refers to the degree to
which a test is consistent and
stable in measuring what it is
intended to measure. Most
simply put, a test is reliable if
2
it is consistent within itself
reliability and across time. The
importance of a test achieving
reasonable level of reliability
and validity cannot be
overemphasized.
 Reliability is the consistency
of your measurement, or the
degree to which an
instrument measures the
same way each time it is used
2 under the same conduction

reliability
with the same subjects. A
measure os considered
reliable if a person's score on
the same test given twice
similar. It is important to
remember that reliability is
not measured, it is estimated.
 Practical considerations of the
evaluation instruments cannot
be neglected by teachers.
3
The test must have practical
practicality value from time, economy,
scorability, and administration
point of view.
 A good test must cover the
lesson taught. It should assess
knowledge, skills, abilities,
attitudes, values as adequately
4
as possible.

comprehensive No aspects of the curriculum

should be ignored while making
evaluation. Table specifications
must be done in order to look into
the coverage of the test.
5

relevant
It measures the desired
learning outcomes.
Validation
 Validation
is the process of collecting and analyzing evidence
to support the meaningfulness and usefulness.

Determine the characteristics of the whole test itself,

THE VALIDITY AND THE RELIABILITY OF THE TEST.
 it y
t y io r
i
r pr
p r io u m
h d i
e
m

VALIDITY
is the extent to which a test measures what it purports to
measure or as referring to the appropriateness,
correctness, meaningfulness and usefulness of the
specific decisions a teacher makes based on the test
results.

i o r
p r
lo w
 TYPES OF VALIDITY
Brown, 1996

CONTENT CRITERION- CONSTRUCT

VALIDITY RELATED VALIDITY
 CONTENT VALIDITY

Regards the representativeness or sampling adequacy of the

content of measuring instrument.
Content validity strategies, (1) Demonstrate Content Validity, (2)
Investigate the Degree of the Match

These strategies required Table of Specification (TOS)

to make the test content valid, TOS must be crafted first prior to
the test construction to ensure representativeness or sampling
adequacy of the test.
 CRITERION VALIDITY

It usually includes any validity strategies that focus on the correlation of the
test being validated with some-respected outside measure(s) of the same
objectives and specifications.

Refers to the relationship between scores obtained using the instruments and
scores obtained using one or more test (often called criterion).
Criterion-related validity is sometimes called concurrent validity.

Concurrent validity is the degree to which the scores on a test are related to
the scores on another, already established, test administered at the same
time, or to some other valid criterion available at the same time
 CRITERION VALIDITY

Predictive Validity- another version of criterion-related validity,

in which you are expecting a future performance based on the
scores obtained currently by the measure, correlate the scores
obtained with the performance.
-degree of correlation between the scores on the test and some
other measure that the test is designed to predict.
 CONSTRUCT VALIDITY

A construct , or psychological construct as it is also called, is an

attribute, proficiency, ability, or skills that happens in the human
brain and is defined by established theories.

It has been defined as the experimental demonstration that a test

is measuring the construct it claims to be measuring.

CONVERGENT AND DESCRIMINANT -two types of construct validity

 CONSTRUCT VALIDITY

Convergent validity - evidence that the same concept measured in

different ways of yields similar results. In this case you should
include two different test.

Discriminant validity- evidence that one concept is different from

other closely related concepts.
 FACE VALIDITY

Face validity simply means the validity at face value. As a

check on face validity, test/ survey items are sent to teachers
to obtain suggestions for modification. Because of its
vagueness and subjectivity, psychometricians have
abandoned this concept for a long time.

Face validity has come back in another form, validity defined

as making common sense, and being persuasive and
seeming right to the readers. Lacity and Jansen (1994)
 FACE VALIDITY

For Polkinghorne (1998) face validity of a theory refers

to results that have the appearance of truth and reality.

The criteria of this validity in research should go beyond

FACE, APPEARANCE and COMMON SENSE.
 METHODS OF

RELIABILITY
The methods used to determine the reliability are as follows:
 1. TEST-RETEST METHOD
This provides an indication of stability over time. A
single test is administered twice, the test and the retest,
to the same group of students. If the test and retest yield
similar results, then the test is said to be reliable. The
stronger the positive correlation of the scores, the more
reliable the test is. It is important to note that in the retest,
the teacher may change the order of the test items.
 2. EQUIVALENCE (ALTERNATE-FORM)
METHOD.
In this method, we determine the extent to which different
teachers using the same instrument to measure the same
students at the same time yield consistent results.
Equivalence method may also be done by measuring the
same concept same with different instruments.
 3. SPLIT-HALF METHOD.
A single test is divided into two equivalent halves. Each of the
halves measures the same concept but consists of different
test items. The splitting may be done uniquely for each
teacher but the common one is the clustering of even
numbered items and the odd numbered items. If the halves of
the test yield similar results, then the test is said to be reliable.
That is the scores in the first half and the second half must be
strongly (positive) correlated.
 Solving for the Cronbach's alpha
(a) (equivalent to Kuder-Richardson formula KR20). Cronbach's alpha is a
measure of internal consistency. It tells about the extent of how a set of items are
closely related as a group.

Technically speaking, the Cronbach's alpha is not a statistical test but simply a
coefficient of reliability. Thus, the higher the alpha (close to or equal to 1), the more
consistent the test is. The alpha (a) can be written as a function of the number of
test items and the average and the average inter-correlation among the items
(IDRE, 2017). The function is defined as:
OTHER QUALITIES OF
GOOD ASSESSMENT
INSTRUMENTS
 1. SCORABILITY
It means that a test should be easy to score or check. For
ease of scoring, the test should have clear directions for
scoring, answer sheets should be utilized and answer key
must be made in advance.
 2. ADMINISTRABILITY
The test should be directed uniformly to all students so
that the scores obtained will not vary due to factors other
than differences of knowledge and skills of the students.
A test should have a clear provision for directions and test
rules for the students to follow in taking the test.
 3. OBJECTIVITY
It represents the agreement of two or more raters (usually
teachers) with regards to the score of a student in the test.
If the raters are influenced by their emotions and personal
biases, objectivity of the test is at stake. Consequently, it
affects the test validity
 4. FAIRNESS
It is simply referred to the absence of
discrimination in the test due to skin color,
religion, etc.
 5. ADEQUACY

An adequate test is a test with

representativeness of test items to the concept
to be measured.