1:24 PM
LANGUAGE TESTING
Assignment 3
Read Chapter 4 – Ciri-ciri Tes bahasa yang Baik (Ref: Tes Bahasa Dalam Pengajaran pages 90-97).
- Explain what it means by content, criterion, construct and face validity.
- A test should be valid in terms of content. How do we know that a test is valid of its content. Give example.
Deadline for the first posting by Thursday Midnight and for the second posting by Sunday midnight.
Please give comment here!
29 comments:
1. in my understanding,
- Content is the subjects or topics covered in a book, document or in test.
- The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examine has "mastered" a specified level of the subject matter by comparing their score to the cut score. However, not all criterion-referenced tests have a cut score, and the score can simply refer to a person's standing on the subject domain.
- A construct in the philosophy of science is an ideal object, where the existence of the thing may be said to depend upon a subject's mind. This, as opposed to a "real" object, where existence does not seem to depend on the existence of a mind.
- Face validity is a property of a test intended to measure something. It is the validity of a test at face value. In other words, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure. Face validity is that the test appears to be valid
2. Face validity is that the test appears to be valid. This is validated using common-sense rules, for example that a mathematical test should include some numerical elements.
A test can appear to be invalid but actually be perfectly valid, for example where correlations between unrelated items and the desired items have been found. For example, successful pilots in WW2 were found to very often have had an active childhood interest in flying model planes.
COMMENTED BY LAODE KARMIN (A1D209018)
1. in my understanding,
- Content is the subjects or topics covered in a book, document or in test.
- The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examine has "mastered" a specified level of the subject matter by comparing their score to the cut score. However, not all criterion-referenced tests have a cut score, and the score can simply refer to a person's standing on the subject domain.
- A construct in the philosophy of science is an ideal object, where the existence of the thing may be said to depend upon a subject's mind. This, as opposed to a "real" object, where existence does not seem to depend on the existence of a mind.
- Face validity is a property of a test intended to measure something. It is the validity of a test at face value. In other words, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure. Face validity is that the test appears to be valid
2. Face validity is that the test appears to be valid. This is validated using common-sense rules, for example that a mathematical test should include some numerical elements.
A test can appear to be invalid but actually be perfectly valid, for example where correlations between unrelated items and the desired items have been found. For example, successful pilots in WW2 were found to very often have had an active childhood interest in flying model planes.
COMMENTED BY LAODE KARMIN (A1D209018)
1. Content validity demands the suitability between the skill that would be measured and the test which is used to measure it. We can prove the content validity through explaining and logical reasoning.
Criterion validity concerns on the appropriate between testing result with the result of other test which is used as a criterion. It is assessed when one is interested in determining the relationship of scores on a test to specific criterion.
Construct validity is the appropriate between testing result and skill that want to be measured. It is abstract and conceptual. We can prove it through logical reasoning and then we can get the qualitative information about the skill that wants to be measured under specific test.
Face validity concerns on whether a test measures what have to be measured. It is a component of content validity and is established an individual reviewing the instrument concludes that it measures the characteristic of interest.
2. A test should be valid in terms of content. To prove it, we have to show that the content of a test should reflect the content of skill that to be measured. Or whether the instrument fully assesses or measures the construct of interest. The proofing of content validity is done through explaining and logical reasoning, without usage of formula and statistical number. For example: to assess a construct or ability such as, writing, we should consider skill like using varied and acceptable vocabulary, managing the appropriate rhetorical patterns to express coherent ideas, and using acceptable grammatical forms (Brown, 2004). To achieve content validity, we need to assign tasks that elicit a valid representation of all the components of the writing construct that are specified, not just tasks that elicit accuracy in grammar.
Answered by:
NURUL AZIZAH (A1D209090)
SUYANTI (A1D209080)
Number 1
Content validity is the appropriate between ability that we want to measure and the test that we used to measure it. Or we can say that Content validity is a logical process where connection between the test item and the job related tasks are established.
Criterion validity is the appropriate between the results of the test with another result of test that we use to measure. Criterion validity is assessed when one is interested in determining the relationship of scores on a test to a specific criterion.
Construct validity is the appropriate between results of the test with the ability that we want to measure based on the concept or theory that underlying of one kinds of ability, include the ability in language. Construct validity is the degree to which an instrument measures the trait or theoretical construct that it is intended to measure.
Face validity is a validity that uses for completing and substantiating the evidence the appropriate of test characteristic. Face validity is component of content validity and is established when an individual reviewing the instrument concludes that it is measure the characteristic of traits of interest.
Number 2
To know that the content of the test is valid, we have to know first whether the content of our measure fairly reflect the content of the thing we are measuring. Does the question on an exam accurately reflects what you have learned in the course, or were the exam question sampled from only a sub-section of the material? For example: a test to measure your knowledge of mathematics should not be limited to addition problems, nor should it include question about French Literature. It should cover the entire range of appropriate math problems you are trying to measure.
1.
- Content validity is a kind of validity in which its test should be the representative of the material that has been taught.
Example: if the material that has been taught is talking about simple present tense, so the test should talk about simple present tense.
- Criterion validity is a validity that can predict the students' ability based on a certain criteria.
Example: if someone gets TOEFL score more than 500 probably she/he can be admitted for continuing the magister program abroad.
- Construct validity means when we construct the test, there must be a theory behind it.
Example: why we have to construct a vocabulary test is because the theory said the more vocabulary we have the more we will able to speak English.
- Face validity is a validity that seems to measure what's supposed to measure, even though the content is not really good.
2. We can know that a test is valid in term of the content according to whether the content of the test consist of the representative of the material that has been taught.
For instance: if a teacher teaches about past tense, so the content of the test must be about past tense. That is how we know the test is valid; it can be invalid if the content of the test talks about other material, such as future tense.
Sri Yuliani .M (A1 D2 09 006)
Number 1
Content validity is validity of the content related to the ability of an instrument to measure the content (concepts) to be measured. This means that a measuring instrument capable of revealing the contents of a concept or variable to be measured.
Criterion validity is the validation of an instrument by comparing it with other measurement instruments that are valid and reliable manner correlate, the correlation is significant if the instrument has criterion validity.
Construct Validity is validity related to the ability of a measuring instrument for measuring the sense of a concept is measured. Constructs is framework of a concept or theory underlying the use of a particular type of skills, including language skills. The resulting score of a test really reflect the same constructs with the ability of targeted measures.
Face validity is the validity of which indicates whether the gauges / instruments of research in terms of measuring what apparently seems to be measured, it is more validity to the design and appearance of the instrument.
Number 2
A test should be valid in terms of content. To know that the test was valid in terms of content, we can see from the suitability of the content that reflected of the type of skills required to perform the test, compared with the type of the target measurement capabilities. Besides, the suitability of the content it also involves the scope of conformance test materials, which reflect the scope of the material targeted by the ability of the test subject. For example, we want to test students' listening skills, the workmanship test items must really need the ability to listen and not read.
ZURRAHMAH (A1D2 09 008)
Number 1
Content validity is a validity that appropriate with the suitability of the content between the ability to measure and tests used to measure it. Content of the tests used should be real suitable with people's ability to conduct that tests. Like, listening, where the listening tests , really need listening skill not reading skill or the other skill.
Criteria is a validity that appropriate with the correspondence between the results of a test with results of other tests that are used as criteria. Besides, the criteria can also be called as a comparison between the results of similar tests conducted at a particular time. Where to prove the validity of the criteria is done by making comparisons between the scores obtained by test-takers with scores obtained on other tests.
construct validity is a validity that empasize with the attempt to show that the test scores produced a truly reflect the same constructs with the ability of targeted measures. The proof of construct validity is abstract and conceptual where the first thing done is through reasoning. Where information can be obtained through qualitative reasoning of the type description of the ins and out kind of the ability to measure.
Face validity is the validity that emphasize a level of workmanship with the aim of suitability test results where the test is ignored in the measurement of the ability that should be measured.
Number 2
TO Know the content test is valid, we must to know the content of the test, that suitables with the skill that we want to measured and then we did a rational analysis in which after analyzing the test can be seen apparently has the power measurement accuracy obtained on the basis of logical thinking. Besides, as evidenced by a rational analysis, content validity of a test can also be done by analyzing empirically. For example, to measure or calculate the validity of achievement tests to study physics, the content of test should be appropriate with the physic subject.
Sartika Dae (A1D209028)
Name : Safriana Asrawi
Reg. No : A1D2 09 014
NUMBER I
A.) Content validity is related to the ability of an instrument to measure the content (concepts) to be measured. This means that a measuring instrument capable of revealing the contents of a concept or variable to be measured.
B.) Criterion validity is the validity of an instrument by comparing it with other measurement instruments that are valid and reliable manner correlate, the correlation is significant if the instrument has criterion validity.
C.)Construct validity (Construct Validity) is framework of a concept, construct validity is validity related to the ability of a measuring instrument for measuring the sense of a concept is measured.
D.) Face validity is the validity of which indicates whether the gauges / instruments of research in terms of measuring what apparently seems to be measured, it is more validity to the design and appearance of the instrument.
NUMBER II
I think the test is said valid if it conforms to what is taught by a teacher. For example: if there is a teacher who gives the material about descriptive text for the student, the teacher should provide a test of descriptive test, and then the teacher asked students to mention the sense of descriptive text, and student should mention the generic structure of descriptive text. If the teacher gives test about narrative test, then it’s not valid because the teaching material is descriptive text not narrative text.
Assalamualaikum warahmatullahi wabarakatu.
1. I would like to explain about the kinds of validity in the language test. It is divided into four items.
The first is Content validity refers to the suitability content between the ability that we want to achieve in teaching learning process and the test that we are going to use. So, the key is about the content of the test itself. The assessment should be appropriate with the test. The focus here is the content of the test should focus on the ability that we want to know. However, we need one thing to measure that the content is valid. So, we can use “kisi-kisi” which makes us clearly to see the portion or percentage. By using it, we can also see the analysis and the comparison to the purposes of the test itself. We can prove it by using explanation and logical reason. For example, if the material in learning process is about reading. So, the test that is given to the students should be on reading too.
The second is criterion validity refers to a validity that is used to guess the students' ability based on a certain criteria. It is consist of equivalent time of validity and predict validity.
The third is Construct validity means when we construct the test after teaching learning process, there should be a theory behind it. It is to see whether the score or result that has been achieved is as a face of the student skill. For example: Is the theory which is needed to finish the reading test is same with the ability which is needed for understanding the reading test generally? That’s we call as a construct validity.
The last is face validity means a validity that is used to measure what’s supposed to measure. Actually, there is no agreement and basic theory about the face validity itself, it is used just as a supporting item for the other test.
2. A test should be valid in terms of content. We can know that the test is valid of its content if the test that is given to the students returned the content of the ability that we want to measure. It is a representative of the material. In the other hand, the assessment that the teacher construct should be focus on the skill that the students should be able to know. The other way to measure the validity of the test that has been given to the learners is by proving it with the explanation and logical reason or deeply analysis.
For example, the teaching material is about reading, so the test that the teacher construct is should be on reading too. Just focus to the content without any others skill.
(SALMATIAN SAFIUDDIN A1D2 09 056)
1.Kinds of validity are:
a.Content validity. It emphasizes in measuring the content of what should be measured. In relation with learning activities according to Djemari Mardapi in Lababa (2008) content validity is the correspondence between the test and material that has been studied.
b.Criterion validity. Criterion validity is validity which is based on criteria that has been there before. In criterion validity, measuring instruments can be said valid if the measurement results is same with the results of other tools that are used as measurement criteria. Thus, this kind of validity concerns the relationship or correlation between the measurement results and determined external criteria. For example, in a speaking test, the test results can be said valid if the test of high score truly shows a good ability to speak. It means that there is a high correlation between speaking tests and ability to speak
c.Construct validity. According to Djaali and Pudji in Lestariningsih (2011) construct validity is a kind of validity which is based on how far the test items can measure what is really going to be measured in accordance with a specific concept or a conceptual definition that has been set. Construct validity is used for instruments intended to measure the concept of variables, both typical performance ( instrument to measure attitudes, interests, self-concept, locus of control, leadership style, achievement, motivation, and others) and maximum performance (instrument for measuring aptitude, intelligence, emotional and others).
d.Face validity. It is a kind of validity that indicates whether instruments of research in terms of measuring what apparently seem to be measured. It refers to the design and appearance of the instrument. Thus, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure.
2.A test will have a good content validity if the test consists of items that represent all the material to be measured. This is agreed by Arikunto in Binham (2012) who proposed that a test is said to have content validity when measuring certain specific objectives that is align with material or content provided. This means that tests that have good content validity is a test that actually measures the mastery of the material that should be controlled based on teaching content listed in the Outline of Teaching Program (GBPP). Thus content validity of a test does not have a certain amount that is calculated statistically, but the test is understood to be valid based on the study of the test grating. For example in speaking test, the result can be called valid in content if the speaking test covers all aspects of speaking.
References:
Binham. 2012. VALIDITAS dan RELIABILITAS INSTRUMEN EVALUASI. Adopted from: http://binham.wordpress.com/2012/01/07/validitas-reliabilitas-instrumen-evaluasi/ on Thursday, May 31 2012.
Djiwandono, M. S. (1996). Tes Bahasa dalam Pengajaran. Penerbit: ITB. Bandung.
Lababa, D. (2008). Evaluasi Pendidikan. Adopted from: http://evaluasipendidikan.blogspot.com/2008/03/validitas-tes.html on Thursday, May 31 2012.
Lestariningsih (2011). Uji Validitas dan Uji Reliabilitas. Adopted from: http://p4mristkippgrisda.wordpress.com/2011/05/10/uji-validitas-dan-reliabilitas/ on Thursday, May 31 2012.
_NURUL ATMA_ (A1D2 09 010)
Number One
Content validity
Content validity has relation with the skill of an instrument to measure the content or concept that should be measured, in content validity there is appropriateness between skill that will be measured and the test that be used to measure it. It can be seen in kind of skill that’s emphasized for doing the test. For example listening test, the test should really consist of item test that be done need listening skill, not reading skill. According to Kenneth Hopkin, the determining of content validity relate with logic analysis.
Criterion validity
Criterion validity refers to the appropriateness between the result of one test and the result of other test that’s used as criteria. The validity of one instrument that compare with other instrument pengukur that has valid and reliable with the way to correlate.
Construct validity
Construct validity refers to the result of the test with the skill that want to be measured, and it can be seen from construct side. That’s concept and theory that trigger the usage of one skill, including speaking skill, the evidence of construct validity is effort to show that score that be produced of one test. For example reading skill, the construct validity relate the proof whether score that be produced, it reflect the specific of reading skill that be needed for understanding the text.
Face validity
Validity that used to measure whether the test seems to measure what should be measured. For example speaking test, the face validity is shown by there is speaking activity as the main activity, when we conduct the test; there is no other activity except speaking.
Number Two
We can know that the content of the test is valid, if what we have thought appropriate with the test that be given to the student. For example we teach about vocabulary, the test that we will be held should about vocabulary.
Sari Ameliya (A1D2 09 020)
No.1
> Content validity:
When a test has content validity, the items on the test represent the entire range of possible items the test should cover. Individual test questions may be drawn from a large pool of items that cover a broad range of topics.
In some instances where a test measures a trait that is difficult to define, an expert judge may rate each item’s relevance. Because each judge is basing their rating on opinion, two independent judges rate the test separately. Items that are rated as strongly relevant by both judges will be included in the final test.
> Criterion-related Validity:
A test is said to have criterion-related validity when the test has demonstrated its effectiveness in predicting criterion or indicators of a construct. There are two different types of criterion validity:
Concurrent Validity occurs when the criterion measures are obtained at the same time as the test scores. This indicates the extent to which the test scores accurately estimate an individual’s current state with regards to the criterion. For example, on a test that measures levels of depression, the test would be said to have concurrent validity if it measured the current levels of depression experienced by the test taker.
Predictive Validity occurs when the criterion measures are obtained at a time after the test. Examples of test with predictive validity are career or aptitude tests, which are helpful in determining who is likely to succeed or fail in certain subjects or occupations.
> Construct Validity:
A test has construct validity if it demonstrates an association between the test scores and the prediction of a theoretical trait. Intelligence tests are one example of measurement instruments that should have construct validity.
> Face validity
Face validity is determined by a review of the items and not through the use of
statistical analyses. Unlike content validity, face validity is not investigated through
formal procedures and is not determined by subject matter experts. Instead, anyone who
looks over the test, including examinees and other stakeholders, may develop an informal
opinion as to whether or not the test is measuring what it is supposed to measure. While
it is clearly of some value to have the test appear to be valid, face validity alone is
insufficient for establishing that the test is measuring what it claims to measure. A well
developed exam program will include formal studies into other, more substantive types of
validity.
No.2
To know the content of the test is valid if if the extent to which the content of the test matches the instructional objectives. For example : A semester or quarter exam that only includes content covered during the last six weeks is not a valid measure of the course's overall objectives -- it has very low content validity.
Zulwan (A1D208076)
siti finartin>>>
Number 1
There are 4 kinds of validity, namely:
1. Content validity: it means the content of the test should be suitable or appropriate to the skill that we want to measure. The test can be categorized valid in terms of content, if the test appropriate with the aim of the test itself. The test can be proved by explanation and reasoning, without the using of numeric or statistical data. Content is not a part of the score so it is not a part of validity (Messick, 1975; Tenopyr, 1977). Content is a precursor to drawing a score-based inference. It is evidence-in-waiting (Shepard, 1993; Yalow & Popham, 1983)
2. Criteria validity refers to the suitability between the result of any test with the other test that used as a criteria or indicator. The criteria that used to decide the suitability’s level can be taken from sort test which is a good test and conduct in or almost in simultaneously.
3. Construct validity refers to the degree to which inferences can legitimately be made from the operationalizations in your test to the theoretical constructs on which those operationalizations were based. This was an effort to show the final score of the test, reflecting the similar construct with the skill that was a measurements destination.
4. Face validity refers to the person being tested, what does the test appear to be measuring? It means to know the test is valid, it can be seen from the external condition. For example, is the speaking test truly illustrates from the speaking activity as the main point in the implementation? Face validity is not a technical sense of test validity; i.e., just b/c a test has face validity does not mean it will be valid in the technical sense of the word. "just cause it looks valid doesn’t mean it is."
Number 2:
1. A test has content validity if it measures knowledge of the content domain of which it was designed to measure knowledge. Another way of saying this is that content validity concerns, primarily, the adequacy with which the test items adequately and representatively sample the content area to be measured. For e.g., a comprehensive math achievement test would lack content validity if good scores depended primarily on knowledge of English, or if it only had questions about one aspect of math (e.g., algebra). Content validity is primarily an issue for educational tests, certain industrial tests, and other tests of content knowledge like the Psychology Licensing Exam. Another example is when we construct the reading test, the content of the test should be covered all of the aspect or indicator in reading skills as the purpose in conducting the test itself .
Source:
Tes bahasa dalam pengajaran
http://www.mathcs.duq.edu/~packer/Courses/Psy624/test.html
1.Kinds of Validity
Content validity is the appropriateness of the content and the ability to measure and tests used to measure it. A test is valid if the test material is really a materials representative of the learning materials
given. In other words, a test has content validity
when measuring certain specific objectives that align with the material or content
lessons are given.
Criterion validity is the validity of the results requires a test in accordance with results of other tests that are used as criteria.
Construct validity is the validity which requires the items of the tests measure all aspect of thinking. In other words, if the points to think about aspects of the measure is in conformity with the thinking aspect of the learning objectives.
Face validity is the validity of which indicates whether the gauges / instruments of research in terms of measuring what apparently seems to be measured, it is more validity to the design and appearance of the instrument.
2. To know whether a test has content validity or not we can do by comparing the test material with a rational analysis of what we do with the materials should be used in preparing the test. If the test material has been matched with a rational analysis of what we do, means a test that we value it has content validity. Conversely, when the test material to deviate from our rational analysis, then the test is not valid in terms of its content validity.
Example:
Senior high school students grade X will be given English language test, the item-item shall be taken of the subject matter the grade X, if we insert the items taken from the third grade subject matter test is no longer valid.
Number One :
a). Construct validity or theory the concept underlying the use of a particular type of language ability and the validity construct basically an attempt to show that the test scores produced a truly reflect the same construct targeted capabilities standard
b). Criterion validity refers to the correspondence between the results of a test with results of other tests that are used as criteria to determine the suitability of level similar test known as a good test held at the same time.
c). The validity of the exterior is not associated with the issue of whether a test is measuring what it should be measured, but whether a test appears to measure what should be measured in its application to the exterior gives the impression that a test of the ability to take measurements that should be measured in a speaking test.
Number Two : Validity test the suitability of the content between the ability to measure and test you want to use to measure and test-taking abilities of demand compared with the type of the target measurement capabilities. For example 1. Listening test, requires the ability to listen and instead of reading skills 2. Coverage of test material that reflects the range of materials targeted basic skills test.
Name : HIMAYA (A1D208094)
1.Explain what it means by content, criterion, construct and face validity.
in my opinion:
- Content validity has relation with the skill of an instrument to measure the content or concept that should be measured. it is means that a measuring instrument capable of revealing the contents of a concept or variable to be measured. In relation with learning activities according to Djemari Mardapi in Lababa (2008) content validity is the correspondence between the test and material that has been studied. When a test has content validity, the items on the test represent the entire range of possible items the test should cover. Individual test questions may be drawn from a large pool of items that cover a broad range of topics.
In some instances where a test measures a trait that is difficult to define, an expert judge may rate each item’s relevance. Because each judge is basing their rating on opinion, two independent judges rate the test separately. Items that are rated as strongly relevant by both judges will be included in the final test.
- Criterion validity ; A test is said to have criterion-related validity when the test has demonstrated its effectiveness in predicting criterion or indicators of a construct. There are two different types of criterion validity:
1. Concurrent Validity occurs when the criterion measures are obtained at the same time as the test scores. This indicates the extent to which the test scores accurately estimate an individual’s current state with regards to the criterion. For example, on a test that measures levels of depression, the test would be said to have concurrent validity if it measured the current levels of depression experienced by the test taker.
2. Predictive Validity occurs when the criterion measures are obtained at a time after the test. Examples of test with predictive validity are career or aptitude tests, which are helpful in determining who is likely to succeed or fail in certain subjects or occupations.
- Construct Validity ; A test has construct validity if it demonstrates an association between the test scores and the prediction of a theoretical trait. Intelligence tests are one example of measurement instruments that should have construct validity.
- Validity that used to measure whether the test seems to measure what should be measured. For example speaking test, the face validity is shown by there is speaking activity as the main activity, when we conduct the test; there is no other activity except speaking.
2. 2. A test should be valid in terms of content. How do we know that a test is valid of its content. Give example.
in my understanding, When testing, the validity of the data is a function of the how much a difference there is between your results, and the sample size. In simple terms we could say that validity can be described as a function of the size of the data sample, and the variance between 2 or more sets of results. Not only that, but also A test will have a good content validity if the test consists of items that represent all the material to be measured. For example, the teaching material that will be taught is about writing , so the test that the teacher construct is should be on writing too.
ASMAUL HUSNAH
A1d2 09054
Lili Nur Indah Sari/A1D207166
1)
Content validity is the suitability of the content between the ability to measure and the tests used to measure it
Criterion validity is the validity of which refers to the correspondence between the results of a test with results of other tests that are used as criteria. It is divided into the Equal Validity and Prediction Validity.
Construct validity is the appropriate between results of the test with the ability that we want to measure based on the concept or theory that underlying of one kinds of ability, include the ability in language.
Face validity is validity that used to measure whether the test seems to measure what should be measured. In this test, suitability the things that have been determined can be immediately known simply by observing the outward appearance of a test.
In other words, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure.
2)
a test is said to be valid if the test has been in accordance with the ability to be measured (the student/test participant)
For example, a researcher needing to measure an attitude like self-esteem must decide what constitutes a relevant domain of content for that attitude. For socio-cultural studies, content validity forces the researchers to define the very domains they are attempting to study.
references;
* http://writing.colostate.edu/guides/research/relval/com2b5.cfm
* Djiwandono,M.S.1996. Tes bahasa dalam pengajaran.Bandung:Penerbit ITB Bandung.
* http://en.wikipedia.org/wiki/Face_validity
NASMAH RIYANI A1D209022
Well, talking about the question, in my understanding are
1. The meaning of it are :
a. Content validity is validity of the content related to the ability of an instrument to make the content (concepts) to be measured. This means that a measuring instrument capable of revealing the contents of a concept.
b. Criterion validity is the validation of an instrument by comparing it with other measurement instruments that are valid and reliable manner correlate, the correlation is significant if the instrument has criterion validity.
c. Construct Validity is validity related to the ability of a measuring instrument to make sure the sense of a concept is measured. Constructs is framework of a concept or theory underlying the use of a particular type of skills, including language skills. The resulting score of a test really reflect the same constructs with the ability of targeted measures.
d. Face validity is the validity of which indicates whether the instruments of research in terms of measuring what apparently seems to be measured, it is more validity to the design and appearance of the instrument.
2.To know about a test should be valid in terms of content is we can see from the appropriate of the content that reflected of the type of skills required to perform the test, compared with the type of the target level capabilities. Then, the appropriate of the content it also involves the scope of conformance test materials, which reflect the scope of the material targeted by the ability of the test subject. For example, we want to test students' speaking skills, the test items it should be include speaking skill and also if we want to perform about speaking skill the student have to use English not Bahasa.
Name : Nosmalasari
Reg. No. : A1D2 09 004
Number 1
A.Content validity relates with an ability of instrument to measure content (content) which must be measured. The content validity needs a suitable content between the ability which is measured and the test which is used measure. It means that a measurement tool can show content a concept or variable which will be measured. In other word, a test which has content validity if it measure particular purpose which is same/familiar with the material/content of the subject.
B.Criteria validity refers to suitability between a test with another test which is used as criteria. An evidence of validity is shown by correlation /relationship of test score and a criteria score. The validity testing is conducted empirically; it means that the testing can be done only after getting the data on field.
C.Construct validity can show score which is got from test that really reflects the same construction with purposive measurement ability. A test can be said has construct validity if a number of items which constructs that test measure each aspect which has mentioned in specific instructional objective.
D.Face validity is a kind of validity that shows weather the research instrument/measurement tool from the face to measure what is going to be measured. This validity more focuses on form and the instrument performance.
Number 2.
A test is stated valid if the test material is really representative material from the material that had been taught and the test really can measure the result of the study. Therefore, it is not only measure the memorizing or language ability. Validity is considered as characteristic that relates with the test rather than the interpretation of test result.
Name : Sitti Rahmawati
Reg. Number : A1D2 09 078
1. Explain what it means by content, criterion, construct and face validity
a. Content validity is a test that demands the compatibility of the content between the ability that we would be measured and the test that we would we use to measure it. When a test has content validity, the items on the test represent the entire range of possible items the test should cover.
b. Criterion validity is the compatibility between the result of a test and other test that use as the criterion. Criterion that uses to determine the level of compatibility, we take from a sort of test that known as a good test and it is conducted almost in the same time. It compares the test with other measures or outcomes (the criteria) already held to be valid.
c. Construct validity is the compatibility between the result of the test and the ability that we want to measure. A test has construct validity if it demonstrates an association between the test scores and the prediction of a theoretical trait.
d. Face validity is a validity that related to what is visible on measured something and it is not concerning to what we should be measured. It requires a personal judgment, such as asking participants whether they thought that a test was well constructed and useful. It also appears to measure what it’s supposed to measure.
2. A test should be valid in terms of content. How do we know that a test is valid of its content? Give example.
We can know that a test is valid of its content if all of the aspect from the concept has measured. It includes a broad sample of what is being tested, emphasizes important material, and requires appropriate skills. For example: in reading test, it should be consisting of the tests that in its completion truly need the reading ability.
st. nurjannah sondeng
(A1 D2 09 044)
the kinds of validity
a. Construct validity is the approximate truth of the conclusion that your operationalization accurately reflects its construct.
b. Content validity, is to essentially check the operationalization against the relevant content domain for the construct. This approach assumes that you have a good detailed description of the content domain, something that's not always true. For instance, we might lay out all of the criteria that should be met in a program that claims to be a "teenage pregnancy prevention program." We would probably include in this domain specification the definition of the target group, criteria for deciding whether the program is preventive in nature (as opposed to treatment-oriented), and lots of criteria that spell out the content that should be included like basic information on pregnancy, the use of abstinence, birth control methods, and so on.
c. Criteria-related validity, is to check the performance of your operationalization against some criterion. How is this different from content validity? In content validity, the criteria are the construct definition itself -- it is a direct comparison. In criterion-related validity, we usually make a prediction about how the operationalization will perform based on our theory of the construct. The differences among the different criterion-related validity types is in the criteria they use as the standard for judgment.
d. Face validity, is to look at the operationalization and see whether "on its face" it seems like a good translation of the construct. This is probably the weakest way to try to demonstrate construct validity.
2. the test should be valid in terms of contents if all of the test measure with the level of each students and the skill. for example if the teacher learning about reading, the teacher must give the test about text, then the student read it with carefully and then answer the question.
Another example "If a task is set in the context of football and students who have a knowledge of football have an advantage on the task, that knowledge is an extraneous factor. The context becomes a biasing factor if particular groups of students know less about football than other groups of students. For example, in this society few girls have experience playing football. If boys, in general, have experience with the game and more knowledge of its structure and rules, then the task could be biased in favor of boys."
by St, Nurjannah Sondeng A1 D2 09 044
In my comprehension
For the number one
Content validity is the most important thing that should be possessed by each test that is used to various objectives, including objective learning. In the conventional aspect, validity means as feature that show there is compatibility between tests with what we want to measure with using the test. For example, if the material that has been taught is talking about reading ability, so the test should talk about reading itself.
Criterion focus on the appropriate between the results of test with the other test that is used as criterion. For example, For example we conduct vocabulary test, in here we can determine the criterion of the test that appropriate with score which is gotten by their participant with the score that have been gotten in the other vocabulary test, that are conducted in the same time be equal.
And the last about face validity is describing the "administrative personnel" or the "technically untrained observers" as subject matter experts and asking them to offer an opinion on whether the test "looks valid" does not alter the methodology.
For the number two
We can know the test is valid of its content if it demonstrates an association between the test scores and the prediction of a theoretical trait. Intelligence tests are one example of measurement instruments that should have construct validity.
Al Adawiyah Sumam
A1 D2 09 012
1.Construct validity refers to the extent to which operationalizations of a construct do actually measure what the theory says they do. Construct validity evidence involves the empirical and theoretical support for the interpretation of the construct. Such lines of evidence include statistical analyses of the internal structure of the test including the relationships between responses to different test items.
Content is a non-statistical type of validity that involves "the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured. Content validity evidence involves the degree to which the content of the test matches a content domain associated with the construct.
Face validity is an estimate of whether a test appears to measure a certain criterion; it does not guarantee that the test actually measures phenomena in that domain. Measures may have high validity, but when the test does not appear to be measuring what it is, it has low face validity.
Criterion validity evidence involves the correlation between the test and a criterion variable (or variables) taken as representative of the construct. In other words, it compares the test with other measures or outcomes (the criteria) already held to be vali. If the test data and criterion data are collected at the same time, this is referred to as concurrent validity evidence. If the test data are collected first in order to predict criterion data collected at a later point in time, then this is referred to as predictive validity evidence.
2. To find out whether the test was valid or not should be done through a review of the test grating to ensure that test questions were already represent or reflect the overall content or material that should be controlled in proportion. For example : if the teacher want to give the students a test of one skill like speaking or reading , the type of test should be have a correlation with the skill .
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1. In my understanding
- Content validity, sometimes called logical or rational validity, is the estimate of how much a measure represents every single element of a construct. For example, an educational test with strong content validity will represent the subjects actually taught to students, rather than asking unrelated questions.
- Criterion validity assesses whether a test reflects a certain set of abilities. To measure the criterion validity of a test, researchers must calibrate it against a known standard or against itself. Comparing the test with an established measure is known as concurrent validity; testing it over a period of time is known as predictive validity.
- Construct validity refers to the degree to which inferences can legitimately be made from the operationalizations in your study to the theoretical constructs on which those operationalizations were based. Like external validity, construct validity is related to generalizing.
- Face validity is If a test has face validity then it looks like a valid test to those who use it. Face validity can be compared with content validity, which describes how far the test actually measures what it aims to measure.
2. A test is valid when it measures what it’s supposed to. How valid a test is depends on its purpose—for example, a ruler may be a valid measuring device for length, but isn’t very valid for measuring volume. If a test is reliable, it yields consistent results. A test can be both reliable and valid, one or the other, or neither. Reliability is a prerequisite for measurement validity.
SUCI WAHYUNI RUSDIN (A1D209082)
1. - Content validity is suitability of the content between the ability and tests used to measure
- Criterion validity is correspondence between the result of a test with result of other test that are used as criteria
- Contract validity is suitability of the ability of the concept or theory underlying the use of particular type of capability.
- Face validity used to further complement and strengthen the compliance tests proving the existence of characteristic.
2. Suitability of the content reflected in the types of skills required to take tests rather than to the type of the target measurement capabilities. For example, test are intended to be a test of reading, should consist of the reading tests of items.
WINDA MULANDARI THAHIR (A1D209060)
ASTUFIANI (A1 D2 09076)
Nomor 1.
a. Criterion validity is a measure of how well one variable or set of variables predicts an outcome based on information from other variables, and will be achieved if a set of measures from a personality test relate to a behavioral criterion on which psychologists agree
b. Construct validity refers to whether a scale measures or correlates with the theorized psychological scientific construct (e.g., "fluid intelligence") that it purports to measure. In other words, it is the extent to which what was to be measured was actually measured. It is related to the theoretical ideas behind the trait under consideration, i.e. the concepts that organize how aspects of personality, intelligence, etc. are viewed.
c. Content validity (also known as logical validity) refers to the extent to which a measure represents all facets of a given social construct. For example, a depression scale may lack content validity if it only assesses the affective dimension of depression but fails to take into account the behavioral dimension.
d. Face validity is a property of a test intended to measure something. It is the validity of a test at face value. In other words, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure.[1] For instance, if you prepare a test to measure whether students can perform multiplication, and the people you show it to all agree that it looks like a good test of multiplication ability, you have shown the face validity of your test.
Nomor 2
The test should be valid in terms of content. I think it said valid if the level and the skill same with the test. It is certainly a valid basic addition question because it is truly measuring a student’s ability to perform basic addition. It becomes less valid as a measurement of advanced addition because as it addresses some required knowledge for addition, it does not represent all of knowledge required for an advanced understanding of addition.
For example, if the teacher taught about speaking with the theme greeting, the teacher must give the list about greeting way. Then the students follow the list. The teacher can used the role play and also oral report, it can evaluated the students fluencies in speaking learning
1. Kinds of validity:
- Content validity is the estimate of how much a measure represents every single element of a construct. In content validity requires the compatibility of content between the ability to be measured with the tests that be used to measure it. For example if we want to measure a listening test, the test we use should really consist of item test that be done need listening skill, not reading skill.
- Criterion validity refers to the correspondence between the results of a test with results of other tests that are used as criteria. Criteria that used to determine levels of compliance can be taken from a similar test known as the characteristics of good tests, and held at about the same time.
- Construct validity refers to the result of the test with the skill that want to be measured, and it can be seen from construct side. A test has construct validity if it demonstrates an association between the test scores and the prediction of a theoretical trait. For example reading skill, the construct validity relate the proof whether score that be produced, it reflect the specific of reading skill that be needed for understanding the text.
- Face validity is a measure of how representative a research project is ‘at face value,’ and whether it appears to be a good project. Face validity also is a simple form of validity in which researchers determine if the test seems to measure what is intended to measure. Essentially, researchers are simply taking the validity of the test at face value by looking at whether a test appears to measure the target variable.
2. A test should be valid in terms of content if the test consists of items that represent all the material to be measured. For example, the teaching material is about vocabulary, so the test that the teacher construct is should be on vocabulary too. Just focus to the content without any others skill.
OMI NURAINUN (A1D208058)
according to me
1. content validity is substantive information or creative material viewed in contrast to its actual or potential manner of presentation: publishers, record companies, and other content providers; a flashy Web site, but without much content.
-criterion validity is criterion validity is a measure of how well one variable or set of variables predicts an outcome based on information from other variables, and will be achieved if a set of measures from a personality test relate to a behavioral criterion on which psychologists agree and also Another way involves correlating test scores with another established test that also measures the same personality characteristic.
-construct validity is involved whenever a test is to be interpreted as a measure of some attribute or quality which is not "operationally defined." The problem faced by the investigator is, "What constructs account for variance in test performance?" Construct validity calls for no new scientific approach. Much current research on tests of personality (9) is construct validation, usually without the benefit of a clear formulation of this process.
-Face validity is concerned with how a measure or procedure appears. Does it seem like a reasonable way to gain the information the researchers are attempting to obtain? Does it seem well designed? Does it seem as though it will work reliably and Face validity pertains to whether the test "looks valid" to the examinees who take it. the administrative personnel who decide on its use, and other technically untrained observers.
2. I think,A test is valid when it measures what it’s supposed to. How valid a test is depends on its purpose—for example, a ruler may be a valid measuring device for length, but isn’t very valid for measuring volume. If a test is reliable, it yields consistent results. A test can be both reliable and valid, one or the other, or neither. Reliability is a prerequisite for measurement validity. ZULKIFLI ( A1D208070 )
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