1.1. Does the test measure what it is supposed to measure?
2. Different types of Validity
2.1. Content Validity Evidence: for a test is established by inspecting test questions to see whether they correspond to what the user decides should be covered by the test. Content Validity Evidence is therefore, more a minimum requirement for a useful test than it is a guarantee of a good test.
2.2. Concurrent Criterion-Related Validity Evidence: is to be determined by administering both the new test and the established test to a group of respondents, then finding the correlation between the two sets of test scores. Criterion-related validity evidence, provides a good method of estimating the validity of new test for this use.
2.3. Predictive Validity Evidence: refers to how well the test predicts some future behavior of the examinees. This is particular useful and important for aptitude tests, which attempt to predict how well test-takers will do in some future setting
2.4. Construct Validity Evidence: Is when a test has its relationship to other information corresponds well with some theory.
3. Reliability
3.1. with a test refers to the consistency with which it yields the same rank for the individuals who take the test more than one.
4. Different types of Reliability
4.1. Test-Retest or Stability: Test-Retest is a method of estimating reliability that is exactly what its name implies. The test is given twice, and correlation between the first set of scores and the second set of scores is determined.
4.2. Alternate forms or equivalence: to use this method of estimating reliability, two equivalent forms of the test must be available, and they must be administered under conditions as nearly equivalent as possible.
4.3. Internal Consistency: One approach is called split halves, involves splitting the test into two equivalent halves and determining the correlation between them.
5. Learning and Assessment
5.1. Without Validity and Reliability then learning and assessment have nothing to stand on.
5.2. With Validity and Reliability teachers, students, and parents can understand in which direction the test was given, how wll the students performed based on what they have learned, and also the type of grading that was involved.
6. References
6.1. Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement: Classroom application and practice (10th ed.). John Wiley & Sons, Inc., Hoboken, NJ.
