ON CONTENT VALIDITY OF TESTS

Name of FS Student _Deliman, Jundel L.__________________________________________

Course _Bachelor of Secondary Education________________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño ________ Signature ___________ Date _01-16-17__
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________

Performance (How I Will Be Rated)

Field Study 5, Episode 3 – Tests with Content Validity
Focused on: Content validity of test/quiz, the connection between Table of Specificatio ns
and test validity and constructing test with content validity.
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/Documentation 4 3 2 1

My Analysis 4 3 2 1

My Reflection 4 3 2 1

My Portfolio 4 3 2 1

Submission 4 3 2 1

Sub Totals
{

Rating: (Based on
Over-all Score transmutation)

MARJOREY C. CABIGAS _______________________

Signature of FS Teacher Date
above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
 My Tools

1. Interview

There are many ways to ensure content validity of periodic test. One way is to prepare

Table of Specifications (TOS). According to Ma’am Doño, the preparation of TOS is not

strict in our school but they do are required to prepare a TOS.

Another way is to make a test that will measure the learning of students. This can be

done by following the steps in making test questionnaire as provided in testing etiquette.

2. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

For me, yes. Among the four defined objectives, the three (3) are attained in the

discussion while one objective (letter b) is achieved in the evaluation part. Since my

resource teacher wants the students to solve problems involving probability of union of

events, intersection of events and mutually exclusive events, it is appropriate to give them

that kind of test as presented in the evaluation part. Number one (1) question is for

intersection of events; number two (2) is for union of events as well as number four (4).

Number three (3) is for exclusive mutual events.

 My Analysis

1. What has a Table of Specification (TOS) to do with the content validity of tests?

One way to ensure content validity of the test is through making a Table of

Specifications (TOS). A TOS will determine the appropriate number of items to be asked

on a specific topic. It can also determine the number of items to be asked on different levels

in cognitive domain. In this manner, the teacher will be guided in making a valid test

because a TOS provides the various percentage to be asked on a specific topic and domain.

2. If validity as a characteristic of test means that a test must measure what it is supposed to

measure, is a multiple-choice type of test valid to determine learning of manipulative skill

like focusing a microscope? Explain.

For me, no. if a teacher wants to measure the manipulative skill like focusing a

microscope, performance assessment is more appropriate than a multiple-choice type of

test. Choosing the correct from a multiple choice test doesn’t mean that you really know

how to manipulate a thing. You might have just guess the correct answer. Unlike in

performance assessment, the actual performance of the child will surely measure whether

he/she had truly learn or not.

3. Do we have other types of validity of a test other than content validity? Research for an

answer.

Yes, there are other types of validity. It includes:

 Face Validity – the test appears to be assessing what it aims to measure (outside

appearance)
 Concurrent Validity – answers the question, “Is the result similar to other test

administered at about the same time?”

 Predictive Validity – degree of accuracy of how a test predicts the level of

performance in a certain activity which it intends to foretell

 Construct Validity – agreement of a test result with certain characteristics that the

test aims to portray.

 My Reflections

Looking back to my previous learning in my ASL subject, I learned on how to ensure

validity of tests. First, construct appropriate test items. This will result to the measurement of

the learning you wanted to measure. Second, make directions brief, clear and concise. Next,

arrange items from easy to difficult. And, never have an identifiable pattern of answer.

Another way to ensure validity of test is through constructing a Table of Specification

(TOS). A TOS will determine how many questions will be ask on every level of cognitive domain

in relation to the number of hours spent on a specific topic. In this manner, construction of test

questions is guided.

 Yes, I do experience a test where not all items were covered in class. It do upset me due

to the fact that I will experience difficulty in answering it. But since I really need to answer

it, I just use my common sense as well as my prior knowledge in order to answer the test.

When I’ll be a teacher in the future I will make sure that my students in the future will

not experience the same thing. I will do this by preparing a valid test guided by TOS and

my teaching itself must be guided by the ethics for teaching and ethics in testing and

assessing.
 My Portfolio

1. Research on at least two forms of TOS. Paste them here. Between the two, which do you

prefer?
 For me, I prefer the Two-Way Table of Specification because items in this TOS are

broken down into each level of cognitive domain. In this manner, validity of test is more

achieved compared to One-Way Table of Specification.

2. Copy one lesson objective from my Resource Teacher. I will develop an appropriate and

valid quiz/test to measure attainment of that lesson objective.

Given the activities, the Grade 10 students are expected to do the following with at least

75% level of accuracy:

a. Solves the problems involving probabilities of union of events, intersection of

events and mutually exclusive events.

Direction: Solve the following problems. Show your solution (5 points each).

1. Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random. What is

probability that the ticket drawn has a number which is a multiple of 3 and 5?

2. Using the same situation/problem in number one (1), what is the probability that the ticket

drawn has a number which is a multiple of 3 or 5?

3. A bag contains 2 red, 3 green and 2 blue balls. Two balls are drawn at random. What is the

probability that none of the balls drawn is blue?

4. What if the probability of getting a sum of 9 from two throws of a die?

5. A die is rolled and a coin us tossed, find the probability that the die shows an odd number

and the coin shows a head.

3. Following the new version of Bloom’s Taxonomy of Objectives, formulate a lesson

objective for each level and a corresponding valid test item.

CREATING

Objective: convert the formula

for the mean to get a specific
value of x.
Sample Question: Alan scores
88, 87, 95 and 80. What should
be his score on the fifth exam to
have an average of 90?

EVALUATING

Objective: explain the importance of

studying Probability.
Sample Question: Why is it important to
study Probability?

ANALYSING
Objective: compare and contrast simple probability and
conditional probability.
Sample Question: What are the similarities and differe nces
of simple probability and conditional probability?

APPLYING

Objectives: solve the mean, median and mode of the given data.
Sample Question: What is the mean of the scores obtained by 50
students? Median? Mode?

UNDERSTANDING

Objective: state in own words when is sampling be used.

Sample Question: For you, when is sampling be appropriately used?

REMEMBERING
Objective: state the definition of Statistics.

Sample Question: What is Statistics?