TESTS

Questions to ask yourself:

How can you make sure your test is

trustworthy?

Will it’s measurement be true?

If not, what does that say about

your evaluation and thus your
assessment?
 Your Test Must Have
• Sensitivity
• Reliability
• Objectivity
• Validity

To Be a Good Test
 Sensitivity
The ability to detect a true difference.
 Sensitivity
• A measurement device or tool…..
– Used to apply a number or value - scale
– Indicates and separates differences – scale
– You can only be sure of your measurement
when it fits the scale
– Potential for error is high when sensitivity is
poor.
– Examples
What Happens When Sensitivity
is Poor?
• Too High?
– Detect everything
– Unable to discriminate between what you’re searching
for and everything else you find
– Example: Signal vs. signal
• To Low?
– Can’t detect enough
– Unable to discriminate between what you’re looking
for and nothing
– Example: Signal vs. noise or signal vs. silence
• Either case, the result is an incorrect result.

• Incorrect result leads to incorrect judgment.

• Incorrect judgment leads to incorrect

intervention.
 Sensitivity

True State
True False

True True False

Measurement Positive Positive
Result
False True
False
Negative Negative
 Reliability
• Reliability refers to the consistency of a test

– A test given on one day should yield the same results

on the next day
Can One Test Trial Give Reliable
Scores?
 Selecting a Criterion Score

• Mean Score vs. Best Score

– Take the average score of multiple trials

– Take the best score of multiple trials

Selecting a Norm-Referenced Score

• Comparison against…

– Individuals
• Best example?

– Tabled Values
• Match the group?
 Types of Reliability
• Stability

– Use Test-Retest Method

• Two administrations of a test with a calculation of how

similar they are
 Types of Reliability
• Internal Consistency

– Use Split Half Method

• One group completes odd numbered components (or

questions) while the other completes evens with a
calculation of how similar they are
 Factors Affecting Reliability
• Method of scoring – objective format is more reliable
than subjective format

• Homogeneity of the group tested – more alike = reliable

• Length of test – longer tests are more reliable than

shorter tests (number of questions/elements)

• Administrative procedures – clear directions,

technique, motivation of subjects, good environment
 Objectivity
• Objectivity is also referred to as rater
reliability

• Objectivity is the close agreement between

scores assigned by two or more judges

• Juggler please….
Judges’ scores………
 Factors Affecting Objectivity
• The clarity of the scoring system

Neatness = 37% x difficulty factor (.87 / prime rate)

Style = 42.489349834 – (IQ x shoe size)

Originality = 3.14 x (E = MC2) / date of birth

 Factors Affecting Objectivity
• The degree to which judges can assign scores
accurately (fairly, no bias)

– Can you say, “French Skating Judge” eh?

 Validity
• Validity is considered the most important
characteristic of a test
 Types of Validity
• Logical (content) Validity – validity that indicates
a measurement instrument (test) actually
measures the capacities about which conclusions
are drawn

– Examples:
• Tennis serve for accuracy
versus
• 40 yd. run for time/speed in football or baseball
 Types of Validity
• Construct Validity - validity for an instrument
that measures a variable or factor that is not
directly observable

– Examples:
• Attitudes, feelings, motivation
• Learning new skills
 Factors Affecting Validity
• Student characteristics
– Examples: sex, age, experience

• Administrative procedures
– Examples: unclear directions, poor weather

• Reliability
– Example: same results after repeated test
 When a A Test is Not Valid…..

It is a waste of everyone’s time.

A true judgment (evaluation) cannot be made.

So….what’s the point?

 A True Professional

Values his/her field.

Seeks the truth.

Knows that bad data are worse than no data

Wastes no one’s time.

 Summary
A Test Must Have
• Sensitivity
• Reliability
• Objectivity
• Validity

To Be a Good Test
Now to the testing process….
 Tests and Their Administration

• Test Characteristics
• Administrative Concerns
• Participant Concerns
• Pre Test Procedures
• Administering the Test
• Post Test Procedures
• Individuals with Disabilities
 Tests and Their Administration
Test Characteristics
• Validity, Reliability, Objectivity
• Content Related Attributes
– Important Attributes – a sample, not everything
– Discrimination – best from better from good
– Resemblance to the Activity - similarity
– Specificity – single attribute vs. multiple attributes,
ID’s limitations
– Unrelated Measures – battery - different aspects –
“independence”
 Test Administration

Administrative Concerns
• Mass Testability
• Minimal Practice
• Minimal Equipment
• Minimal Personnel
• Ease of Preparation
• Adequate Directions
• Norms / Criterion
• Useful Scores
 Test Administration

Participant Concerns
• Appropriateness to Participants
• Individual Scores
• Enjoyable
• Safety
• Confidentiality and Privacy
• Motivation
 Test Administration

Pretest Procedures

- Knowing the Test - Equipment and

- Developing Test Facilities
Procedures - Score Sheet
- Developing Directions (Recording)
- Preparing the - Estimating Time
Participants Requirements
- Planning Warm-up
and Test Trials
 Test Administration

Administering the Test

• Preparation
• Motivation
• Safety
• Recording Test Results
 Test Administration

Posttest Procedures
• Analyze Test Scores
• “Share” Information – highs vs. lows
 Test Administration

Individuals with Disabilities

• Cannot be compared to the typical
student/person
• Few norm-referenced standards for
evaluation
• Disabilities are varied – even within
categories
 Test Administration

Individuals with Disabilities

• Disabilities Include:

• Mental Retardation – Mild, Moderate, Severe

• Serious Emotional Disturbance – Autism, Schizophrenia
• Orthopedic Impairment – Neurological,
Musculoskeletal, Trauma
• Other Health Impaired – Asthma, Cardiovascular
Disorders, Diabetes, Epilepsy, Obesity
 Test Administration

Individuals with Disabilities

– Measure Physical Ability or Capacity

• Not learning, cognition, or language acquisition

• Find norm-referenced standards or validated

tests