1. Chapter 4 Characteristics of a Good Test

2. The following are the Characteristics of a good test:

3. Validity
Reliability
Objectivity
Power of Discrimination
Administrability
Economy of Reusability
Relevance or Practicability
Interpretability

4. Validity is the degree to which a test measures what it intends to measure. It is often expressed numerically as a coefficient of correlation with another test of the same kind and of known validity. A good test item is valid when it does what it is expected to do.

5. Types of Validity
Content Validity also known as face validity or logical validity refers to the relevance of the test items to the subject matter or situation from which they are taken and the individual’s test responses to the behavior area under consideration.

6. Types of Validity
Concurrent Validity refers to the degree to which the test agrees or correlates with the criterion that is set up as an acceptable measure. It also refers to the correspondence of the scores of a group in a test with the scores of the same group in a similar test of already known validity.

7. Types of Validity
Predictive Validity refers to the degree of accuracy of a test predicting the level of performance in a certain activity.

8. Types of Validity
Construct Validity refers to the agreement of test results with certain characteristics that the test aims to portray.

9. Factors that Influence Test Validity

10. Appropriateness of Test Items
Thinking skills cannot be measured by measuring knowledge of facts. A test that is valid for measuring knowledge of facts is not valid for measuring the skills in problem solving.

11. 2. Directions Unclear directions tend to reduce validity. 3
2. Directions Unclear directions tend to reduce validity. 3. Construction of Test Items When items unintentionally provide clues, the test becomes a test on detecting clues.

12. 4. Arrangement of items Test items should be arranged in an increasing order of difficulty 5. Difficulty of items When the test items are too difficult or too easy, they cannot discriminate between the bright and the slow pupils. Validity is lowered. When the test do not match the difficulty level specified in the instructional objectives, their validity is likewise reduced.

13. 6. Reading Vocabulary and Sentence Structures When reading vocabulary and sentence structures are very difficult, the test becomes a test in reading or intelligence rather than what it is intended to measure. 7. Length of the test The test items should not be too long nor too short for the examinees to answer. The number of the test items should be fairly adequate.

14. 8. Pattern of answers In a true-false test, a student can answer correctly the items even without really knowing the answers if a pattern of true and false responses is established. Example: True, False; False, False or 1-5 true and 6-10 false.

15. Reliability is the degree of consistency between two measures of the same thing. Statistics Reliability is the consistency of a set of measurements or measuring instruments.

16. Experimental Sciences Reliability is the extent to which the measurements of the test remains consistent over repeated tests of the same subject under identical conditions.

17. Theoretical Definition
Reliability is the proportion of score variance that is caused by systematic variation in the population of test takers.

18. to determine the reliability
Procedures
to determine the reliability
of achievement Test

19. Administer two forms of test
Administer two forms of test. Two forms of test measures the same objectives and items of parallel difficulty. If the students who got high scores on form A are also the same with form B, then generally the test is reliable.

20. 2. If you don’t have two forms of test, you can actually repeat the administration of the test under approximately the same conditions, but with sufficiently long interval between testing so that the pupils are presumed to have forgotten the details.

21. 3. You can determine the reliability coefficient of the test by one of two method; the split-half method or odd and even scores and the analysis of variance method.

22. Estimates of Reliability
Estimates of Stability
Often called Test-Retest Estimate of Reliability this is obtained by administering a test to a group of individuals then re-administering the same test to the individuals at a later date and correlating the two sets of scores

23. Estimates of Reliability
B. Measures of Equivalence
Obtained through giving two forms of the test having the same degree of difficulty and ease to the same group of individuals on the same day and correlating to the test results.

24. Estimates of Reliability
C. Split-Half Method
This is determined by establishing the relationship between the scores of two equivalent halves of a test administered to a group at one time, then correlating to the results.

25. Estimates of Reliability
D. Rationale Equivalence Reliability
This is obtained through the use of the Kuder-Richardson Method. The method estimates internal consistency by determining how all terms on a test relate to all other items and to the total test.

26. Factors Affecting Test Reliability
1. Adequacy
This refers to the appropriate length of
the test and the proper sampling of the
test content. It also refers to the extent or
degree to which the test samples
previously determined outcomes in terms
of knowledge, skills and attitudes in the
learning area being measured.

27. Factors Affecting Test Reliability
2. Objectivity
This refers to the degree to which equally
competent scorers obtain the same results.
A test is objective if it yields the same score
no matter who checks it or even it is
checked at different times.
It must be noted that criteria of a good
test are validity, reliability and objectivity
are closely related and interdependent.

28. Factors Affecting Test Reliability
3. Testing Condition
This has something to do with the
condition of the testing room. Students
become restless if the room is too hot,
sleepy if its too cold, lose enthusiasm if
the room is not well ventilated. Testing
must also be done in a familiar and clean
place.

29. Factors Affecting Test Reliability
4. Test Administration Procedure
Directions should be clearly stated, understood, and strictly followed. Before the test is administered, the teacher should see to it that students know what to do and what not to do.

30. Item Analysis
This event gives information
concerning each of the following points;
discriminating power of an item and
effectiveness of each item.

31. Benefits of Item Analysis
It gives useful information for class discussion of the test.
It gives data for helping the students to improve their leaning method.
It gives insights and skills which lead to the construction of better test items for future use.

32. Steps in Item Analysis
1. Arrange the papers from highest to lowest.
2. Get 27% of the high scores and 27% of the lowest scores.
3. Count the number of students from the higher group to the lower group who answered each item correctly.
4. Estimate the index of difficulty of each item. (% of students who got the item right)

33. Steps in Item Analysis
5. Estimate discriminating index of each item (difference between the number of pupils in the upper and lower groups who got the item right).
6. Evaluate the effectiveness of the distracters in each item (attractiveness of the incorrect alternatives)

34. Index of Difficulty Formula
Index of Diff. = nH + nL N
Where:
nH: number of students in high group answering the item correctly.
nL: number of students in lower groups answering the item correctly.
n: total number of students in both high and low groups.

35. Difficulty Indices 0.00-0.20 Very Difficult 0.21-0.40 Difficult
Moderately Difficult
Easy
Very Easy

36. Index of Discrimination Formula
Index of Disc. = nH + nL N
Where:
nH: number of students in high group answering the item correctly.
nL: number of students in lower groups answering the item correctly.
n: total number of students in both high and low groups.

37. Reasonably good, subject to improvement
Discrimination Level
0.40 and above
Very Good
Reasonably good, subject to improvement
Needs Improvement
0.19 and below
Poor/to be discarded

38. Evaluation of Item Analysis
Discrimination Level
Difficulty Level
Item Category
High
Opt./Easy Difficult
Good
Easy/Difficult
Fair
Moderate
High/Moderate
Poor/Difficult
Low
At any level
Poor

39. Discrimination
Constructed in such a way that it will
detect or measure all differences in
achievement or attainment, picking out
the good students from the poor ones.

40. Positive Discrimination Negative Discrimination
When the good students get the item
right significantly more than the poor
students
Negative Discrimination
When more poor students get the item
right significantly more that the bright
students.

41. No Discrimination
When there is the same number of students from the bright to low groups answering correctly the item.

42. Administrability
The test is easy to give in the sense that
no time or effort is wasted in the process
and the conditions surrounding its giving
and taking at different times are more or
less kept the same. The directions are
also clear and the prints do not have
typographical error and are very clear.

43. Scorability
This is met when the test papers are
accurately scored or rated in the simplest,
quickest and most routine fashion
possible.

44. Comparability
The test is enhanced if its results can be
compared with those of its previous
administration or with norms of previous
performance on the test by other groups
of examinees on duplicate forms of the
test.

45. Comparability
Can be done trough the use of answer
sheets separate from the test question.
Utility
The utilization of a test and its results
should be so planned that the test is
made to serve the purpose for which it
was constructed and administered.

46. Usability
This refers to the degree to which the
measuring instrument can be
satisfactorily used by teachers,
supervisors, and school administrators
without undue expenditure in making
sound educational decisions.

47. 5 Factors that determine Usability
Ease of administration
Ease of scoring
Ease of interpretation and application
Low cost
Proper mechanical make-up