Select a national Assessment test for any subject and determine how valid it is.

The national Grade Four Assessment paper (1) and (2) was examined by the researcher
for its face validity, the following below were the findings. The print was legible, the
font used was good for the learners to see and read at surface level, also the questions
had visuals and diagrams to assist learners with difficulties in reading, also there were
examples for learners to follow and complete given questions, the questions were
numbered correctly, also the options given for the questions were sequenced from easy
to difficult, the graphics were legible for any level of learners to understand. The
learners could recognized the “ END OF TEST “ at the bottom of the last question of
the page, also an instruction was given after the end of test, which stated “ If you finish
before time is up, check your work on this test.” The space given for learners to do
working was enough and the instructions were clear and formative.

However, in question four in the paper (2), the graph given was on colours, but instead
of shading the parts that representing the colours and their names only, the parts could
have being in the colours instead, so that the slow readers could understand the graph
better.

The content of the assessment was in line with the curriculum, scope and sequence,
scheme of work and the Grade Four Mathematics texts. The questions were also
arranged according to the cognitive levels Knowledge, Comprehension and Application,
the topics or content areas tested were Sets, Number Concepts, Fractions, Solid shapes
and Plane shapes, Time, Graph, Money, Calendar of Time, Angles and Measurement
( mass ). There were nine (9) knowledge questions, ten (10) Comprehension questions
and eleven (11) Application questions.

The construction of the Assessment was also interrelated with other Mathematics
Assessment, because the content was similar to the Annual school Assessment. The
questions were structured in relation to the content required for the Grade Four level,
even though they were not structured exactly as the National Assessment example : The
national Grade Four assessment question was _ In which of the numbers below is the
value of the 4, four thousands? Where as, the school Assessment question was _ What is
the value of the 3, in the number 2354?

However, when the national Grade Four Assessment results were compared with the
school Annual Assessment results, the scores were similar with a with a difference of 2 /
increase in the school’s Assessment results ( 84 ).
Once the appropriate procedures or methods are used to valid the Assessment , the
overall results or performance will positive.
 Conclusion

It can be concluded that, when finding the validity of an Assessment, there are different
forms of validity to be used in order to valid the assessment such as face, Content and
Concurrent validity, so as to have an excellent performance of learners.
 Introduction

This research deals with the validity of a national Assessment. However, the researcher
dealt with the national Grade Four Assessment Mathematics Paper I and Paper II (2018).
To test for the validity of the Assessment, the researcher looked at the three areas of
validity given to valid the Assessment. The areas are the Face validity, Content validity
and Construction validity used to valid the assessment.
The Face validity focuses on the measure appears to be assessing the intended construct
under study. The Content validity focuses on the content relevant to be within the Grade
Four level, while the Construction validity deals with the way the questions are
structured to suit the level of the learners in Grade Four Assessment, which will
therefore give an overall evaluation of the assessment and also the performance of the
learners at the assessment.
 Reference

Construct validity _ Does the concept match the specifications

https:// explorable. Com / construct validity.

The most commonly discussed types are face, content …

https:// psych.unl.edu /psyrs / 451/ e2/ fcc validity .pdf.

National Grade Four Assessment Mathematics ( 2018 )

School Annual Assessment ( 2018 )

 Table of Content
Page

1
Introduction
2-3
Validity of National Assessment
4
Conclusion
5
Reference
Construct validity defines how well a test or experiment measures up to its claims. It
refers to whether the operational definition of a variable actually reflect the true
theoretical meaning of a concept.

Concurrent validity of a test or a measurement tool that is established by applying a

previously valid tool or test to the same phenomenon, or data base and comparing the
results. Concurrent validity is achieved if the results are highly correlated ( same or
similar ) at a statistically significant level.

Content validity is concerned with a test ability to include or represent all of the content
of a particular construct.

Face validity ascertains that the measure appears to be assessing the intended construct
under study. The stakeholder can easily assess face validity, although this is not a very
scientific type of validity, it may be an essential component in enlisting motivation of the
stakeholders.
Consider Gavin’s intelligence according to Sternberg’s Triarchic Theory of
Intelligence. Assess Gavin’s intelligence on this basis .Explain.

Gavin’s intelligence is interrelated to Sternberg’s Triarchic theory of intelligence which

are ; practical, creative and analytical.
However, according to the scenario based on Gavin’s intelligence, he is a more practical
person, because he mentioned that in order for him to succeed he needs a lot of
practice, he also stated he needs to use it before he understands it, Gavin’s practical
skills or ideas are incorporated with Sternberg’s practical intelligence which is reflected
in his ability to fit into adverse environment and to navigate his surroundings with
confidence and competence. Whenever he gets frustrated, he would retreat to his room,
where he would play the guitar, even done some of his own arrangements, his
intelligence in this area reflected to Sternberg’s creative intelligence because it tells how
well he handled the situation by doing something constructive that has greater skills.
This was due to his creative intelligence where he adapted himself to a new situation
and create a new approach to his frustration. He therefore, quickly adapt himself to his
environment where he would have a flexible mindset.

According to the scenario Gavin is very skillful when working with people, and would
represent his peers at clubs, whenever they have clashes and at other organizational
meetings, means that whenever he is confronted with an unfamiliar task or situation he
always come up with a way to deal with the situation. At the automation end of the
spectrum he has become familiar with a given task or situation and can now handle it
with minimal thought, his intelligence in this area is reflected to Sternberg’s Experiential
sub theory and Analytical intelligence to solve problems, recognize patterns, apply logic
and useful deductive reasoning.

Sternberg observed that the three different intelligence form a matrix of skills that
together, can predict a person’s success in life.
 Reference

Triarchic Theory of intelligence Psychestudy.

https:// www. Psychestudy . com /cognitive /intelligence / triarchic