by Albert Barber
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Content Validity Evidence- established by
inspecting a test question to see whether
they correspond to what the user decides
should be covered by the test.
Makes and measures objectives
Criterion-Related Validity Evidence-
measures the legitimacy of a new
test with that of an old test. Less
expensive, shorter and can be
administered to groups.
Makes sure a
new test is
Two Types of Criterion- Related
1.Concurrent- deals with measures
that can be administered at the
same time as the measure to be
2.Predictive- measures the subjects
on whatever the test is suspose to
predict after a period of time has
Test - Retest or
Stability- test is given
twice and the
the first set of scores
and the second set is
Can determine if and how much data a student
memorizes on a test.
Construct Validity Evidence-
tells whether the results from a
test correspond to what you
would expect (based on your
own knowledge about what is
being measured) tells something
about the construct validity for a
Predicts subsequent performance, success or
failure in the next grade.
Alternate Forms or Equivalence-
administers two forms of a equivalent test
to a group of students, and the
correlation b/w the two sets of scores is
Eliminates the problems of
memorizing material on the test.
Two Types of Internal Consistency
1.Split-half methods (odd-even)- items are
divided in half and assigned to students
2.Kuder- Richardson methods- measures the
extent to which items within one form of the
test have as much in common with one
another as do the items in that one form with
corresponding items in an equivalent form.
designed to measure a single
basic concept. Only interested
in what the student knows
about specific subject matter.
Can prove if students have or have not
mastered a particular subject.