1. Does a test measure what it is supposed to measure?
2. Is the test valid for the intended purpose?
3. Does the test do the job it was designed to do?
4. Types of Validity Evidence
4.1. Content Validity Evidence
4.1.1. Includes inspecting test questions to see whether or not they relate to the learning objectives and the concepts the teacher determined to test.
4.1.2. Specify what the content of the test should include, taking the time to ensure that the test is adequately written, considering the age and cognitive level of the students.
4.2. Criterion-Related Evidence
4.2.1. Scores from a test are correlated with an external criterion.
4.2.2. Two Types include:
4.2.2.1. Concurrent Criterion-Related Validity Evidence: Includes measures that can be administered at the same time as the measure to be validated. Yields a numeric value (correlation coefficient).
4.2.2.2. Predictive Validity Evidence: How well the test predicts some future behavior of the students taking the test. Useful for aptitude testing where students are demonstrating how well they will do in a specific setting.
5. Reliability
5.1. Does the test yield the same results, if taken more than once, during a time that change is not expected to occur?
5.2. Estimating the reliability of test
5.2.1. Test-Retest - The same test is given twice to the same students, with the same results
5.2.2. Alternative Form - Two equivalent test forms are given to the same group of students and their scores are correlated.
5.2.3. Internal Consistency - (Split-half or odd-even estimates) - Divide a test into two equal parts and correlate the halves to each other. If students answer one question correctly, they should answer similar questions correctly too.