VALIDATION AND VALIDITY

After performing the item analysis and revising the items

which need revision, the next step is to validate the instrument.

The purpose of validation is to determine the characteristics of the whole

test itself, namely, the validity and reliability of the test. Validation

is the process of collecting and analyzing evidence to support the

meaningfulness and usefulness of the test.

Validity.

Validity is the extent to which a test measures what it

purports to measure or as referring to the appropriateness, correctness,

meaningfulness and usefulness of the specific decisions a teacher

makes based on the test results.

These two definitions of validity differ in the sense that the first

definition refers to the test itself while the second refers to the

decisions made by the teacher based on the test. A test is valid

when it is aligned with the learning outcome. A teacher who conducts

test validation might want to gather different kinds of evidence.

There are essentially three main types of evidence that may be collected:

1.content-related evidence of

validity,

2.criterion-related evidence of validity and ;

3.construct-related evidence of validity.

Reliability refers to the consistency of a measure (whether the results can be

reproduced under the same conditions). Validity refers to the accuracy of a
measure (whether the results really do represent what they are supposed to
measure).

Thus in measurement, the two very important concepts are reliability - how consistent
the outcome of the tool is, and validity – showing how well the tool measures
what it is supposed to measure (how accurate test results are)”.

A test can be reliable without being valid. However, a test cannot be valid unless it is
reliable. Another way to think of it is that a test can give a consistent, poor result.
However, it cannot give a good result unless it is consistent.

SO HONEYLN DEJOS WILL CONTINUE THE DISCUSSION OF 3 TYPES OF VALIDITY IN COLLECTING EVIDENCE .