ADVANCED ASSESSMENT IN ELT - “SUMMARY”

Group 5:
Elly Rosalina Susanti, Khotim Maslikhah, Nuri Ma’rifatil Laili

Day 10 (Friday, November, 29th 2019) period 1-4

VALIDITY
A. Definition of Validity
When technique are related something outside part of the assessment, it should be
valid. Valid refers to the correctness, accuracy, exactness, or preciseness. Valid means if the
scores which are obtained by using appropriate instrument, relate to the purpose of the test.
Therefore, one test cannot be conducted for many purposes.

B. Types of Validity
1. Face validity (Expert validity)
 Focus group discussion (ask the expert to give comment)
 Final group discussion (invite the expert, give the test along with the matrix /survey to
assess the test)
It is considered as qualitative review which need evaluation sheet (see ‘kaidah penulisan
soal pilihan ganda)
2. Content validity
The test must cover elements or points of language skills and language components.
A way to secure content validity is by establishing a test content specification or blueprint.
The blueprint specifies not only the test content such as the topic, the material, but also the
number of test item. The cognitive level or the level of difficulty of the proportion should
cover 20% low, 60% moderate, and 20% high level of difficulty.
The procedure is normally involve the experts judgments by inviting the experts to
provide critical comments and feedback on the test content specification.

3. Construct validity (concept abstract)

It relates to the concept, attribute, or quality of the test that is reflected in the score derived
from a certain test. Therefore, the examination of construct validity requires more complex
procedure than others. It has two stages, the logical analysis and the empirical analysis.
 Related to review the blueprint into indicator
 Use matrix
e.g. Aptitude test  theory , Achievement test  scope of curriculum
 Evidence of construct validity
Concept Dimension Variable Sub Variable Indicators
Reading comprehension R
Dialogue
Listening L
Monologue

Reading Comprehension:
a. Topic  indicators  scores Correlate the indicator to the score
b. Main Idea  indicators  score
Strong: close to 1 weak : does not correctly measure the indicator
Minimum: 0.3 ideal: 0.5
Respondent = 5 x (item test) or 420
4. Empirical validity (based on the data administered)
 Concurrent: comparing the test with similar test at almost the same time
 Predictive: to predict the performance into the future.
5. Ecological validity: the test is not like real life
6. Washback validity: the effect of the test to the teaching learning