VALIDATION

Reporter
Yomie S. Pablo
 VALIDATION

Is the process of collecting and analyzing

evidence to support the meaningfulness and
usefulness of the test.

Purpose of Validation
To determine the characteristics of the whole test
itself, namely, the validity and reliability of the
test.
 WHAT IS VALIDITY

 Is the extent to which a test measures what is

purports to measure

 Referring to the appropriateness, correctness,

meaningfulness and usefulness of the specific
decisions a teacher makes based on the test
results.
Three main types of evidence of
validity

1. Content-related evidence
2. Construct-related evidence
3. Criterion-related evidence
Three main types of evidence of validity

1. Content-related evidence
 refers to the content and format of the
instrument

 How appropriate is the content?

 How comprehensive?
 Does it logically get at the intended variable?
 How adequately does the sample of items or
questions represent the content to be assessed?
2. Construct-related evidence
 refers to the nature of the psychological
construct or characteristics being measured by
the test.

 How well does a measure of the construct

explain differences in the behavior of the
individuals or their performance on a certain
task?
3. Criterion-related evidence
 refers to the relationship between scores
obtained using instrument and scores obtained
using one or more other tests.

 How strong is this relationship?

 How well do such scores estimate present or
predict future performance of a certain type?
 TWO TYPES OF CRITERION-RELATED
VALIDITY

1. Concurrent Validity
 measures how well a new test compares to an
well-established test. It can also refer to the
practice of concurrently testing two groups at
the same time, or asking two different groups of
people to take the same test.

2. Predictive Validity
 tells you how well a certain measure can predict
future behavior.
 EXPECTANCY TABLE

Is a two-way table showing the relationship

between two-test.

Grade Point Average

Needs
Test Score Very Good Good
Improvement
High 20 10 5

Average 10 25 5

Low 1 10 14
The evidence for this particular test tends to
indicate that students getting high score on it
would be graded excellent; average scores on it
would be rated good later; and students getting
low scores on the test would be graded needing
improvement later.
Thank You!