“Is the Test Valid?” Criterion-Related Validity– 3 Classic Types Criterion-Related Validity– 3 Classic Types
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Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities— a Foundation for Research
The Journal of Technology, Learning, and Assessment Volume 10, Number 5 · November 2010 Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities— A Foundation for Research Patricia Almond, Phoebe Winter, Renée Cameto, Michael Russell, Edynn Sato, Jody Clarke-Midura, Chloe Torres, Geneva Haertel, Robert Dolan, Peter Beddow, & Sheryl Lazarus www.jtla.org A publication of the Technology and Assessment Study Collaborative Caroline A. & Peter S. Lynch School of Education, Boston College Volume 10, Number 5 Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities—A Foundation for Research Patricia Almond, Phoebe Winter, Renée Cameto, Michael Russell, Edynn Sato, Jody Clarke-Midura, Chloe Torres, Geneva Haertel, Robert Dolan, Peter Beddow, & Sheryl Lazarus Editor: Michael Russell [email protected] Technology and Assessment Study Collaborative Lynch School of Education, Boston College Chestnut Hill, MA 02467 Copy Editor: Jennifer Higgins Design: omas Ho mann Layout: Aimee Levy JTLA is a free online journal, published by the Technology and Assessment Study Collaborative, Caroline A. & Peter S. Lynch School of Education, Boston College. Copyright ©2010 by the Journal of Technology, Learning, and Assessment (ISSN 1540-2525). Permission is hereby granted to copy any article provided that the Journal of Technology, Learning, and Assessment is credited and copies are not sold. Preferred citation: Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Midura, J., Torres, C., Haertel, G., Dolan, R., Beddow, P., & Lazarus, S. (2010). Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities—A Foundation for Research. -
What Teachers Know About Validity of Classroom Tests: Evidence from a University in Nigeria
IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 6, Issue 3 Ver. I (May. - Jun. 2016), PP 14-19 www.iosrjournals.org What Teachers Know About Validity of Classroom Tests: Evidence from a University in Nigeria Christiana Amaechi Ugodulunwa1,Sayita G. Wakjissa2 1,2Department of Educational Foundations, Faculty of Education, University of Jos, Nigeria Abstract: This study investigated university teachers’ knowledge of content and predictive validity of classroom tests. A sample of 89 teachers was randomly selected from five departments in the Faculty of Education of a university in Nigeria for the study. A 41-item Teachers’ Validity Knowledge Questionnaire (TVK-Q) was developed and validated. The data collectedwere analysed using descriptive statistics, t-test and ANOVA techniques. The results of the analysis show that the teachers have some knowledge of content-related evidence, procedure for ensuring coverage and adequate sampling of content and objectives, as well as correlating students’ scores in two measures for predictive validation. The study also reveals that the teachers lack adequate knowledge of criterion-related evidence of validity, concept of face validity and sources of invalidity of test scores irrespective of their gender, academic disciplines, years of teaching experience and ranks. The implications of the results were discussed and recommendations made for capacity building. Keywords:validity, teachers’ knowledge, classroom tests, evidence, university, Nigeria I. Introduction There is increased desire for school effectiveness and improvement at all levels of education in Nigeria. The central role of assessment in the school system for improving teaching and learning therefore demands that classroom tests should be valid and reliable measure of students’ real knowledge and skills and not testwiseness or test taking abilities. -
Curriculum B.Sc. Programme in Clinical Genetics 2020-21
BLDE (DEEMED TO BE UNIVERSITY) Choice Based Credit System (CBCS) Curriculum B.Sc. Programme in Clinical Genetics 2020-21 Published by BLDE (DEEMED TO BE UNIVERSITY) Declared as Deemed to be University u/s 3 of UGC Act, 1956 The Constituent College SHRI B. M. PATIL MEDICAL COLLEGE, HOSPITAL & RESEARCH CENTRE, VIJAYAPURA Smt. Bangaramma Sajjan Campus, B. M. Patil Road (Sholapur Road), Vijayapura - 586103, Karnataka, India. BLDE (DU): Phone: +918352-262770, Fax: +918352-263303 , Website: www.bldedu.ac.in, E-mail:[email protected] College: Phone: +918352-262770, Fax: +918352-263019, E-mail: [email protected] BLDE (Deemed to be University) Vision: To be a leader in providing quality medical education, healthcare & to become an Institution of eminence involved in multidisciplinary and translational research, the outcome of which can impact the health & the quality of life of people of this region. Mission: To be committed to promoting sustainable development of higher education, including health science education consistent with statutory and regulatory requirements. To reflect the needs of changing technology Make use of academic autonomy to identify dynamic educational programs To adopt the global concepts of education in the health care sector Clinical Genetics 1 BLDE (Deemed to be University) Type Duration Course Hours/ IA Exam Total of of Exam Code Course Name Week Marks Marks Marks Credits paper (Hours) SEMESTER-I BCT 1.1 Fundamentals of T 4 3 30 70 100 2 Cell Biology BCT 1.1P Fundamentals of P 3 3 15 35 50 1 Cell Biology -
Reliability and Validity: How Do These Concepts Influence Accurate Student Assessment?
LEARNING POINT Reliability and validity: How do these concepts influence accurate student assessment? There are two concepts central to ac- scale reads 50 pounds heavier than Internal consistency reliability can curate student assessment: reliability expected. A second reading shows a be thought of as the degree to which and validity. Very briefly explained, weight that is 60 pounds lighter than responses to all the items on a test reliability refers to the consistency of expected. Clearly, there is something “hang together.” This is expressed as test scores, where validity refers to wrong with this scale! It is not mea- a correlation between 0 and 1, with the degree that a test measures what suring the person’s weight accurately values closer to 1 indicating higher re- or consistently. This is liability or internal consistency within the basic idea behind the measure. Internal consistency reliability for education- values are impacted by the structure al measurements. of the test. Tests that consist of more homogeneous items (i.e., all mea- In practice, education- sure the same thing) will have higher al assessment is not internal consistency values than tests quite as straightfor- that have more divergent content. For ward as the bathroom example, we would expect a test that scale example. There contains only American history items are different ways to to have higher reliability (internal think of, and express, consistency) values than a test that the reliability of educa- contains American history, African tional tests. Depending history, and political science ques- on the format and purpose of the it purports to measure. -
On the Validity of Reading Assessments GOTHENBURG STUDIES in EDUCATIONAL SCIENCES 328
On the Validity of Reading Assessments GOTHENBURG STUDIES IN EDUCATIONAL SCIENCES 328 On the Validity of Reading Assessments Relationships Between Teacher Judgements, External Tests and Pupil Self-assessments Stefan Johansson ACTA UNIVERSITATIS GOTHOBURGENSIS LOGO GOTHENBURG STUDIES IN EDUCATIONAL SCIENCES 328 On the Validity of Reading Assessments Relationships Between Teacher Judgements, External Tests and Pupil Self-assessments Stefan Johansson ACTA UNIVERSITATIS GOTHOBURGENSIS LOGO © STEFAN JOHANSSON, 2013 ISBN 978-91-7346-736-0 ISSN 0436-1121 ISSN 1653-0101 Thesis in Education at the Department of Education and Special Education The thesis is also available in full text on http://hdl.handle.net/2077/32012 Photographer cover: Rebecka Karlsson Distribution: ACTA UNIVERSITATIS GOTHOBURGENSIS Box 222 SE-405 30 Göteborg, Sweden Print: Ale Tryckteam, Bohus 2013 Abstract Title: On the Validity of Reading Assessments: Relationships Between Teacher Judgements, External Tests and Pupil Self-assessments Language: English with a Swedish summary Keywords: Validity; Validation; Assessment; Teacher judgements; External tests; PIRLS 2001; Self-assessment; Multilevel models; Structural Equation Modeling; Socioeconomic status; Gender ISBN: 978-91-7346-736-0 The purpose of this thesis is to examine validity issues in different forms of assessments; teacher judgements, external tests, and pupil self-assessment in Swedish primary schools. The data used were selected from a large-scale study––PIRLS 2001––in which more than 11000 pupils and some 700 teachers from grades 3 and 4 participated. The primary method used in the secondary analyses to investigate validity issues of the assessment forms is multilevel Structural Equation Modeling (SEM) with latent variables. An argument-based approach to validity was adopted, where possible weaknesses in assessment forms were addressed. -
Construct Validity in Psychological Tests
CONSTRUCT VALIDITY IN PSYCHOLOGICAL TF.STS - ----L. J. CRONBACH and P. E. MEEID..----- validity seems only to have stirred the muddy waters. Portions of the distinctions we shall discuss are implicit in Jenkins' paper, "Validity for 'What?" { 33), Gulliksen's "Intrinsic Validity" (27), Goo<lenough's dis tinction between tests as "signs" and "samples" (22), Cronbach's sepa· Construct Validity in Psychological Tests ration of "logical" and "empirical" validity ( 11 ), Guilford's "factorial validity" (25), and Mosier's papers on "face validity" and "validity gen eralization" ( 49, 50). Helen Peak ( 52) comes close to an explicit state ment of construct validity as we shall present it. VALIDATION of psychological tests has not yet been adequately concep· Four Types of Validation tua1ized, as the APA Committee on Psychological Tests learned when TI1e categories into which the Recommendations divide validity it undertook (1950-54) to specify what qualities should be investigated studies are: predictive validity, concurrent validity, content validity, and before a test is published. In order to make coherent recommendations constrnct validity. The first two of these may be considered together the Committee found it necessary to distinguish four types of validity, as criterion-oriented validation procedures. established by different types of research and requiring different interpre· TI1e pattern of a criterion-oriented study is familiar. The investigator tation. The chief innovation in the Committee's report was the term is primarily interested in some criterion which he wishes to predict. lie constmct validity.* This idea was first formulated hy a subcommittee administers the test, obtains an independent criterion measure on the {Meehl and R. -
EDS 245 Psychology in the Schools Stephen E. Brock, Ph.D., NCSP 1
EDS 245 Psychology in the Schools EDS 245: Psychology in the Schools Stephen E. Brock, Ph.D., NCSP California State University, Sacramento Introduction to Psychological Testing IMPORTANT!!! The final exam will emphasize the material covered in this second half of the course. Psychological Assessment: A Credentialing Standard NASP Practice Model: Domains of Practice Stephen E. Brock, Ph.D., NCSP 1 EDS 245 Psychology in the Schools Psychological Assessment: A Credentialing Standard NASP Practice Model: Domains of Practice Domain 1: Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. Psychological Assessment: A Credentialing Standard NASP Practice Model: Domains of Practice Domain 1: Data-Based Decision-Making and Accountability: As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs. Psychological Assessment: A Credentialing Standard NASP Practice Model: Domains of Practice Domain 1: Data-Based Decision-Making and Accountability: Examples of professional practices associated with data-based decision making and accountability include the following: School psychologists use a problem-solving frame-work as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making and consider ecological factors (e.g., classroom, family, community characteristics) as a context for assessment and intervention in general and special education settings. -
An Evaluation Paradox: the Issues of Test Validity in the Realm of Writing Test
An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test DINAMIKA ILMU Vol. 17 No. 1, 2017 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: http://dx.doi.org/10.21093/di.v17i1.585 An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu1 David Imamyartha Universitas Negeri Jember, Indonesia e-mail: [email protected] Gunadi Harry Sulistyo Universitas Negeri Malang, Indonesia e-mail: [email protected] Abstract Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. -
The Predictive Validity of Kindergarten Screening Measures Is Strengthened by Examining the Relationships at Both the Pupil-Level and the Between-School Levels
IDENTIFYING CHILDREN AT RISK: THE PREDICTIVE VALIDITY OF KINDERGARTEN SCREENING MEASURES By S. Suzanne Jacobsen B.Sc, California State Polytechnic University, 1973 M.A., California State Polytechnic University, 1978 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF EDUCATION Department of Educational Psychology and Special Education We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA August 1990 ® S. Suzanne Jacobsen In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. The University of British Columbia Vancouver, Canada DE-6 (2/88) Abstract Identifying Children at Risk: The Predictive Validity of Kindergarten Screening Measures The early identification of children who are "at risk" of experiencing learning problems is of interest to educators and policy• makers. Conflicting evidence exists regarding the efficacy of screening measures for identifying children "at risk". The rationale for screening programs is that early identification of problems allows for treatment which may eliminate more severe problems from developing. If a student is identified as "at risk", school personnel may intervene with remedial programs. Subsequently, if the student succeeds, the earlier prediction is no longer valid. -
4. the Status of Test Validation Research
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Social and Technical Issues in Testing: Buros-Nebraska Series on Measurement and Implications for Test Construction and Usage Testing 1984 4. The Status of Test Validation Research Lyle F. Schoenfeldt Texas A&M University Follow this and additional works at: https://digitalcommons.unl.edu/burostestingissues Part of the Educational Assessment, Evaluation, and Research Commons Schoenfeldt, Lyle F., "4. The Status of Test Validation Research" (1984). Social and Technical Issues in Testing: Implications for Test Construction and Usage. 6. https://digitalcommons.unl.edu/burostestingissues/6 This Article is brought to you for free and open access by the Buros-Nebraska Series on Measurement and Testing at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Social and Technical Issues in Testing: Implications for Test Construction and Usage by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in SOCIAL AND TECHNICAL ISSUES IN TESTING: IMPLICATIONS FOR TEST CONSTRUCTION AND USAGE, edited by Barbara S. Plake (Hillsdale, NJ: Lawrence Erlbaum Associates, 1984). Copyright © 1984 by Lawrence Erlbaum Associates. Digital edition copyright © 2012 Buros Center for Testing. The Status of Test Val idation Research Lyle F. Schoenfeldt Texas A & M University More than any other area, validation research is where the "rubber meets the road" in test construction and test usage. The very term validation implies the assessment or measurement of individuals and the relationship of this assessment to some criterion of performance. The success of a test validation effort, or the lack thereof, has implications for the value of the assessment and for the utility of the procedures. -
Validity and Reliability in Social Science Research
Education Research and Perspectives, Vol.38, No.1 Validity and Reliability in Social Science Research Ellen A. Drost California State University, Los Angeles Concepts of reliability and validity in social science research are introduced and major methods to assess reliability and validity reviewed with examples from the literature. The thrust of the paper is to provide novice researchers with an understanding of the general problem of validity in social science research and to acquaint them with approaches to developing strong support for the validity of their research. Introduction An important part of social science research is the quantification of human behaviour — that is, using measurement instruments to observe human behaviour. The measurement of human behaviour belongs to the widely accepted positivist view, or empirical- analytic approach, to discern reality (Smallbone & Quinton, 2004). Because most behavioural research takes place within this paradigm, measurement instruments must be valid and reliable. The objective of this paper is to provide insight into these two important concepts, and to introduce the major methods to assess validity and reliability as they relate to behavioural research. The paper has been written for the novice researcher in the social sciences. It presents a broad overview taken from traditional literature, not a critical account of the general problem of validity of research information. The paper is organised as follows. The first section presents what reliability of measurement means and the techniques most frequently used to estimate reliability. Three important questions researchers frequently ask about reliability are discussed: (1) what Address for correspondence: Dr. Ellen Drost, Department of Management, College of Business and Economics, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032. -
Validity of the Patient Health Questionnaire-9 in Assessing Depression Following Traumatic Brain Injury
J Head Trauma Rehabil Vol. 20, No. 6, pp. 501–511 c 2005 Lippincott Williams & Wilkins, Inc. Validity of the Patient Health Questionnaire-9 in Assessing Depression Following Traumatic Brain Injury Jesse R. Fann, MD, MPH; Charles H. Bombardier, PhD; Sureyya Dikmen, PhD; Peter Esselman, MD; Catherine A. Warms, PhD; Erika Pelzer, BS; Holly Rau, BS; Nancy Temkin, PhD Objective: To test the validity and reliability of the Patient Health Questionnaire-9 (PHQ-9) for diag- nosing major depressive disorder (MDD) among persons with traumatic brain injury (TBI). Design: Prospective cohort study. Setting: Level I trauma center. Participants: 135 adults within 1 year of complicated mild, moderate, or severe TBI. Main Outcome Measures: PHQ-9 Depression Scale, Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (SCID). Results: Using a screening criterion of at least 5 PHQ-9 symptoms present at least several days over the last 2 weeks (with one being depressed mood or anhedonia) maximizes sensitivity (0.93) and specificity (0.89) while providing a positive predictive value of 0.63 and a negative predictive value of 0.99 when compared to SCID diagnosis of MDD. Pearson’s correlation between the PHQ-9 scores and other depression measures was 0.90 with the Hopkins Symptom Checklist depression subscale and 0.78 with the Hamilton Rating Scale for Depression. Test-retest reliability of the PHQ-9 was r = 0.76 and κ = 0.46 when using the optimal screening method. Conclusions: The PHQ-9 is a valid and reliable screening tool for detecting MDD in persons with TBI.