JASMIN A.

PEREZ

BEE-EGE II-1

GROUP 2 ACTIVITIES

ESSAY:

1. Differentiate content validity, criterion validity and constructed validity.

Content validity refers to the content and format of the instrument. It focuses
whether the questions and items represent the content being measured. It examines
how appropriate, logical, and acceptable the content is.
Criterion validity assesses how well a score predicts or relates to an outcome or
criterion. It shows us how well a test correlates with an established standard of
comparison. Criterion validity can be Concurrent, measured at the same time or
Predictive, the ability to predict the future outcomes or measure after the test.
Construct validity validates how well does a measure construct and explain
differences in the individuals or their performance in a certain task.

2. Discuss the different measures or types of reliability. Justify the use of each
measure in the context of measuring reliability. Can a test be valid and not
reliable?
Split-Half, Test-Retest, Parallel or Equivalent and Internal Consistency are the
Types of Reliability.
Split-half reliability is a measure that is used to assess consistency and reliability of
a measurement instrument. This measurement instrument splits the items into two
halves to calculate and make comparison between the scores obtained on each half.
Test-Retest reliability is a measure to assess the consistency and stability of a
measurement instrument at different point in time. The purpose of this reliability is to
determine whether the results are the same at different points in time. Another is the
parallel or equivalent reliability, it is used to determine whether different versions of
test produce similar result. Lastly, is the internal consistency reliability is a method
used to assess the reliability of a test by examining the consistency of scores across
different items or tasks.
A test cannot be valid and not reliable. If a test is valid, it also means that the test is
reliable. Reliability is necessary condition for validity. Both of the concepts has an
important role in ensuring the accuracy of a test.
3. Write an essay about the benefits and advantages that you can get from using
the difficulty index and discrimination index in assessing and teaching
elementary students.

Educators use the Difficulty and Discrimination Index because of some reasons.
These components of item analysis give advantages to educators in assessing and
teaching.
Difficulty index, also known as the P-value or difficulty level. This measures the
level of difficulty of an assessment. Teachers can use the difficulty index to be able to
determine if the test items are appropriately challenging for their students. This
information allows teachers to focus their instruction and address the areas of
difficulty effectively. While, Discrimination index measures the effectiveness of a test
item in differentiating between the high achiever and low performing students. This
benefits educators by helping them to evaluate the quality of test items. They can use
the information to identify and refine the test items that do not effectively measure the
intended learning outcomes.
Difficulty and discrimination index ensure that the assessments are challengingand
at the same time, help teacher identify the students areas of difficulty.