Name: ____Jay Sulaiman A.

Sato____ Class Schedule: _____5:30-7:00pm_____ Year

& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

Task 7: PHQA No. 3 – Validity

1. Define validity and cite one classroom illustration / example showing validity. Follow the matrix below.

Meaning of Validity Classroom Example / Illustration

According to Asaad & Hailaya (2009), validity For example, a test on reading comprehension
refers to the degree to which a test actually should not involve mathematical competence.
measures what it tries to measure. The validity of
the test concerns what the test measures and how
well it does so. There are two major forms of
validity, external and internal validity. External
validity refers to the ability to be generalized across
persons, settings, and times. Internal validity refers
to the ability of a test to measure what it proposes
to measure.

2. Accomplish the following matrices.

A. Factors Affecting Validity

Factors affecting Validity How does each factor affect validity?

Inappropriateness of the test items
(Asaad & Hailaya, 2004)
Measuring the understanding, thinking skills, and
other complex types of achievement with test forms
that are appropriate only for measuring factual
knowledge will undermine the results.

Directions that are not clearly stated as to how the

students respond to the items and record their
answers will tend to lessen the validity of the test
Directions of the test items items.
(Asaad & Hailaya, 2004)
Name: ____Jay Sulaiman A. Sato____
& Course: ___2nd yr. (BSEDM)________
Level of difficulty of the test item
(Asaad & Hailaya, 2004)
Length of the test items
(Asaad & Hailaya, 2004)
Reading vocabulary and sentence structure
(Asaad & Hailaya, 2004)
Patterns of answers
(Asaad & Hailaya, 2004)
Class Schedule: _____5:30-7:00pm_____ Year
Semester & School Year: ___1st sem./2022-23___
When the test items are too simple and too
complicated, they cannot distinguish between the
bright and the poor students. Thus, it will lower the
validity of the test.
A test should be of sufficient number of items to
measure what it is supposed to measure. If the test
is too short to provide a representative sample of
the performance that the test is intended to
measure, validity will suffer accordingly.
Vocabulary and sentence structure that do not
match the level of the students will result in the test
of measuring reading comprehension or intelligence
rather than what it intends to measure.
A systematic pattern of correct answers will enable
students to guess answers, and this will again lower
the validity of the test.
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

Ambiguous statements in test items contribute to

misinterpretations and confusion. Ambiguity
sometimes confuses the bright students more than
the poor students, causing the items to discriminate
Ambiguity in a negative direction.
(Asaad & Hailaya, 2004)

B. Types of Validity

Types of Validity Definition Classroom Example / Illustration

Face Validity
(Asaad & Hailaya, 2004)
(De-Guzman & Adamos, 2015)
This is done by examining the test to
find out if it is a good one. In judging
face validity, there should be at least
three knowledgeable persons who
are qualified to pass judgement on
the appropriateness, suitability, and
mechanics in the construction of the
tests. There is no common numerical
method for face validity.
A test that was prepared to assess
the ability of pupils to construct
simple sentences with correct
subject verb agreement has face
validity if the test looks like an
adequate measure of the cognitive
skills.

Content Validity
(Asaad & Hailaya, 2004)
(De-Guzman & Adamos, 2015)
Construct Validity
(Asaad & Hailaya, 2004)
(De-Guzman & Adamos, 2015)
Like the face validity, it is done by
examining the test by at least three
knowledgeable persons but this time
there is a more serious query to find
out if the test really measures what
it seeks to measure. In judging
content validity, one should look at
both the subject matter covered in
the test and the type of behavior to
be measured. Mathematical method
is applied like item analysis.
Construct validity refers to the
degree to which the test can be
described psychologically. Here, it is
assumed that there are factors that
make up psychological construct.
Factor analyzed has been widely
used to access the construct validity
In the first grading period, they will
cover three economic issues:
unemployment, globalization, and
sustainable development. Only two
were discussed in class but
assessment covered all three
issues. Although these were all
identified in the curriculum guide
and may even found in textbook,
the question remains as to
whether the topics were all taught
or not. Inclusion of the items that
were not taken up in class reduces
content validity because students
had no opportunity to learn the
knowledge or skill being assessed.
To improve the validity of
assessments, it is recommended
that the teacher constructs a two-
dimensional grid called “The Table
of Specification”. It is a blueprint
that identifies the content area and
describes the learning outcomes at
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

Concurrent Validity
(Asaad & Hailaya, 2004)
(De-Guzman & Adamos, 2015)
Predictive Validity
(Asaad & Hailaya, 2004)
(De-Guzman & Adamos, 2015)
of the test, and this topic is beyond
the scope of this book since it falls
under applied multivariate analysis,
a higher statistical method which
requires statistical software.
Concurrent validity refers to the
degree to which the test correlates
with a criterion, which is set up as an
acceptable measure or standard
other than the test itself. The
criterion is always available at the
time of testing. Mathematical
method may be applied, and the
appropriate statistical method is the
correlation technique.
Predictive validity means or refers to
the degree of accuracy of how a test
predicts one performance at some
subsequent time. The criterion
measured against this type is
important because the future
outcome of the student is predicted.
To stablish predictive validity the
correlation technique is applied to
Pearson product. Moment
coefficient of correlation (Asaad &
Hailaya, 2004).
each level of cognitive domain. The
TOS is prepared before
constructing a high test.
A school has developed a new
intelligence quotient or IQ test.
Results from this test are
statistically correlated to the
results from a standard IQ test. If
the statistical analysis reveals a
strong correlation between two
sets of scores, then there is high
criterion validity. It is important to
mention that data from the two
measures are obtained at about
the same results.
Can scores in the
entrance/admission test be used to
predict college success. If there is a
significantly high correlation
between entrance examination
scores and 1st year grade point
averages or GPA assessed a year
later, then there's predictive
validity. The entrance examination
was a good measurement tool for
student selection.

C. Read examples of problems in computing the concurrent validity of the test. Then, provide similar data.
Lastly, compute the concurrent validity. Do not forget to analyze and interpret the result. Use the next sheet
for this.
Source / Reference of the sample problems:

(Asaad & Hailaya, 2004)

 Ms. Fatima develops a test, and she wants to know if her test is valid. She takes another test of already
known validity and uses this as criterion. She gives the two sets of test call on her test and the criterion
test to the same group of ten (10) students. Their scores are shown below. Determine the validity of
the test.
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

Her Test ( x ) Criterion ( y ) xy x

2
y
2

30 25 750 900 625

25 22 550 625 484

50 45 2,250 2,500 2,025

45 42 1,890 2,025 1,764

30 25 750 900 625

50 47 2,350 2,500 2,209

10 6 60 100 36

15 12 180 225 144

15 12 180 225 144

50 45 2,250 2,500 2,025

Total: 281 11,210 12,500 10,081

320

n∑ xy −(∑ x )(∑ y)
r= 2 2 2 2
√( n∑ x −(∑ x) )(n ∑ y −(∑ y) )

10(11,210)−(320)(281)
r=
√¿¿

(112,100)−( 89,920)
r= ❑ ❑
√(125,000−(102,400 ) )(100,810)−(78,961)

22,180
r=
√(22,600)(21,849)
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

22,180
r=
√ 4 93,787,400

22,180
r=
22,221.32759310298273880879990489

r =0.998

 A 0.998 coefficient of correlation indicates that her test has a concurrent validity.

D. Read examples of problems in computing the predictive validity of the test. Then, provide similar data.
Lastly, compute the predictive validity. Do not forget to analyze and interpret the result.
Source / Reference of the sample problems:
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

(Asaad & Hailaya, 2004)

 Mr. Celso wants to know the predictive validity of his test administered in the previous year by
correlating the scores with the grades of the same students detained in a later date. Their scores and
grades are presented below. Determine the validity of the test.

Grade ( x ) Test ( y ) xy x
2
y
2

85 50 4,250 7,225 2,500

85 20 1,700 7,225 400

82 45 3,690 6,724 2,025

75 45 3,690 5,625 2,025

80 25 2,000 6,400 625

80 20 1,600 6,400 400

83 35 2,905 6,889 1,225

85 40 3,400 7,225 1,600

78 50 3,900 6,084 2,500

83 45 3,735 6,889 2,025

Total: 375 30,870 66,686 15,325

816

n∑ xy −(∑ x )(∑ y)
r=
√( n∑ x 2−(∑ x)2 )(n ∑ y 2−(∑ y)2 )
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

10(30,870)−(816)(375)
r=
√¿¿

(308,700)−(306,000)
r=
√(666,860−665,856)¿ ¿

2,700
r=
√(1,004)(12,625)

2,700
r=
√ 12,675,500

2,700
r=
3,560.2668439317859647482292545534

r =0.7583701217794818433056067995183

r =0.76

 A 0.76 coefficient of correlation indicates that his test has a predictive validity.

Note: Do not forget the in-text citation and full references. Write below the full references.

References
Asaad, A.S. & Hailaya, W.M. (2004). Measurement and Evaluation: Concepts and Principles. Rex Book Store.
Name: ____Jay Sulaiman A. Sato____ Class Schedule: _____5:30-7:00pm_____ Year
& Course: ___2nd yr. (BSEDM)________ Semester & School Year: ___1st sem./2022-23___

De Guzman, E.S. & Adamos, S. L. (2015). Assessment of Learning. Adnana Publishing Co., Inc.