EDUC 202: An Output Prepared by

Republic of the Philippines
Tarlac State University

COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
AN OUTPUT PREPARED BY
RHEA W. SALES
JEMARIE BARNUEVO
APRIL ROSE MANINANG
HAZEL GROSPE
BEED 2-CAPAS
EDUC 202
ASSESSMENT IN LEARNING I
UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

A. CHARACTERTISITCS OF QUALITY
ASSESSMENT TASKS.
WHAT IS RELIABILITY AND VALIDITY?

Reliability and validity are concepts used to evaluate the quality of
research. They indicate how well a method, technique or test measures
something. Reliability is about the consistency of a measure, and validity is
about the accuracy of a measure.
It is common among instructors to refer to types of assessment,

whether a selected response test (i.e. multiple-choice, true/false, etc.) or a
constructed response test that requires rubric scoring (i.e. essays,
performances, etc.) as being reliable and valid.
I. RELIABILITY AND HOW TO MEASURE IT.

Reliability tells you how consistently a method measures something.
When you apply the same method to the same sample under the same
conditions, you should get the same results. If not, the method of
measurement may be unreliable.
Reliability refers to the extent to which assessments are consistent.

Factors that can affect RELIABILITY

 The length of the assessment
 The suitability of the questions or tasks for the students being assessed.
 The phrasing and terminology of the questions.
 The consistency in test administration
 The design of the marking schedule and moderation of marking
procedures.
 The readiness of students for the assessment.
TYPES OF RELIABILITY
1) Test-retest Reliability
2) Parallel /Alternate form Reliability
3) Split half method
1. Test-retest reliability
Test-retest reliability measures the consistency of results when you
repeat the same test on the same sample at a different point in time. You
use it when you are measuring something that you expect to stay constant
in your sample.
How to measure it
To measure test-retest reliability, you conduct the same test on the
same group of people at two different points in time. Then you calculate
the correlation between the two sets of results.

In other words, you give the same test twice to the same people at
different time to see if the scores are the same. For example, a test on a
Monday, then again the following Monday, The two scores are then
correlated.
2. Parallel forms reliability

Parallel forms reliability is a measure of reliability obtained by
administering different version of an assessment tool (both versions must
contain items that probe the same construct, skill, knowledge base etc.) to
the same group of individuals.
How to measure it
The most common way to measure parallel forms reliability is to
produce a large set of questions to evaluate the same thing, then divide
these randomly into two question sets.
For instance, both groups take both tests: group A takes A first, and
group B takes test B first. The result of the two tests are compared, and the
results are almost identical, indicating high parallel forms reliability.
3. Split half method

You randomly split a set of measures into two sets. After testing the
entire set on the respondents, you calculate the correlation between the
two sets of responses.

II. VALIDITY AND TYPES OF VALIDITY

Validity is the extent to which a test measures what it intends to
measure. It also refers to the appropriateness, correctness, meaningfulness
and usefulness of the specific decisions made by the teacher. A test is valid
when it is aligned with the learning outcome.
The validity of an assessment tool is the extent to which it measures
what it was designed to measure, without contamination from other
characteristics.
There are four main types of validity:

1) Construct Validity
2) Content Validity
3) Criterion Validity
4) Face Validity
1. Construct Validity
Deals with whether the assessment is measuring the correct construct
(trait, attribute, ability and skill).
Construct validity is usually verified by comparing the test to other
tests that measure similar qualities to see how highly correlated the two
measures are.

2. Content validity (Is the test fully representative of what it aims to

measure?)
Content validity assesses whether a test is representative of all aspects
of the construct. To produce valid results, the content of a test or
measurement method must cover all relevant parts of the subject it aims to
measure.
If some aspects are missing from the measurement (or if irrelevant
aspects are included), the validity is threatened.
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.
3. Criterion validity (Do the results correspond to a different test of the

same thing?)
Criterion validity evaluates how closely the results of your test
correspond to the results of a different test.
4. Face validity (Does the content of the test appear to be suitable to its
aims?)
Face validity considers how suitable the content of a test seems to be
on the surface. It’s similar to content validity, but face validity is a more
informal and subjective assessment.

B. TYPES OF TEACHER MADE

TEST
TYPES OF TEACHER MADE TEST- test that constructed by classroom teachers
to assess the progress of students based on certain objectives
Objective Type of Test
Objective Type of Test - is a test that has right or wrong answers and so can be
marked objectively.
 Multiple Choice
 Alternative-response
 Matching Type
1. Multiple choice
Form of objective assessment in which respondents are asked to select
only correct answers from the choice offered as a list.
The multiple choice format is most frequently used in educational testing,

in market research and in elections. When a person chooses between multiple
candidates, parties or policies.

EXAMPLE:
A person who owns or takes care of a farm is a
a. Teacher
b. Farmer
c. Driver
d. Baker
2. Alternative- response
This test have two only options such as:
 True/False
 Agree/Disagree
 Correct/Incorrect
 Use declarative statement

Is blackpink is a Korean girl group?
Blackpink is a Korean girl group
Rules in Constructing Alternative Response

1. Do not give a hint in the body of a question.
The Philippines gained its independence in 1898 and therefore celebrated
its centennial year in 2000. TRUE OR FALSE.
Obviously the answer is false because 100 years from 1898 is not 2000 but
1998.

2. Avoid using the words “always”, “never”, “often”, and other

words to be either always true or always false.
EXAMPLE:
Christmas always falls on Sunday because it is a Sabbath day.
So this statement use the word always are almost always false, a wise
student can easily guess his way through a test like this, can get high score
even if he does not know anything about the test.
3. Avoid long sentences - keep your sentences short.

4. Avoid trick statement with some minor misleading word or
spelling anomaly, misplaced, phrases.
EXAMPLE:
Raven was written by Edgar Allen Poe.
So here Allen mislead the answer because it should be Allan. The answer
is false.
5. Avoid quoting verbatim from reference material or text books.

This practice sends the wrong signals to the students that necessary to
memorize the textbooks word from word. The addition of higher thinking skills is
not given important.

6. Avoid determiners or give-away qualifiers

Statements would never know all or always moderately, worded
statements are more likely to be true than false
3. Matching Type
Is a two lines of items are present and students select an item from second
list.
Select an item from first list that closely relates to an item from second list.
Match the following fruits/vegetables and their colors.
A B
Guava A. Purple
Banana B. Blue green
Blueberries C. Green
Carrots D. Yellow
Eggplant E. Orange
4. Identification tests
Are a broad category of tests intended to verify the presence of a specific
element, functional group or compound.

5. Essay Type of Test

Test that requires the student to compose responses, usually lengthy up
into several paragraphs.
 "freedom of response"
 students are free to select, relate and present ideas in their own words
FORM OF ESSAY
 Restricted Response
 Extended Response
RESTRICTED RESPONSE
Usually limits both the content and the response by restricting the scope
of the topic to be discussed.
State the main differences between the Vietnam War and previous wars
in which the United States has participated.
Restricted response question restricts the scope of the topic to be
discussed indicating the nature of the desired response which limits student’s
opportunity to demonstrate these behavior.
EXTENDED RESPONSE
Allows student to select information that they think is pertinent, to
organize the answer in accordance with their best judgment, and to integrate
and evaluate ideas as they think suitable.
It does not set limits on the length or exact content to be discussed.

Advantage of essay type test

 Assess the ability to recall, organize, and integrate ideas.
 Assess the ability to express oneself in writing.
 Ability to supply information.
 Assess student understanding of subject matter. Measure the knowledge
of factual information.
Disadvantage of essay type test

 Scoring is not reliable because different examiners can grade the
score answer differently.
 Grading of essay tests is time-consuming.
 Subjective scoring of essay questions.
 Essay questions do not cover the course content and the objectives
as comprehensively as possible.
How to score an essay
Analytical Scoring: This scoring method requires that the instructor develop
an ideal response and create a scoring key or guide.
The scoring key provides an absolute standard for determining the total
points awarded for a response. Student’s responses are compared to the
scoring standards and not to the answer of their classmate.
Holistic Scoring: The reader forms an impression of the overall quality of a

response and then transforms that impression into a score or grade.
The score represents the quality of the response in relation to relative
standard such as other student in the class.

References:
https://teachingcommons.unt.edu/teaching-essentials/assessment/why-reliability-and-
validity-are-important-learning-assessment
https://www.slideshare.net/rey-ra/reliability-assessment-of-student-learning-i
https://www.real-statistics.com/reliability/item-analysis/item-analysis-basicconcepts/

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Republic of the Philippines

Tarlac State University

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

WHAT IS RELIABILITY AND VALIDITY?

It is common among instructors to refer to types of assessment,

I. RELIABILITY AND HOW TO MEASURE IT.

Reliability refers to the extent to which assessments are consistent.

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

Factors that can affect RELIABILITY

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

2. Parallel forms reliability

3. Split half method

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

II. VALIDITY AND TYPES OF VALIDITY

There are four main types of validity:

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

2. Content validity (Is the test fully representative of what it aims to

3. Criterion validity (Do the results correspond to a different test of the

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

B. TYPES OF TEACHER MADE

Objective Type of Test

The multiple choice format is most frequently used in educational testing,

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

 Use declarative statement

Rules in Constructing Alternative Response

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

2. Avoid using the words “always”, “never”, “often”, and other

3. Avoid long sentences - keep your sentences short.

5. Avoid quoting verbatim from reference material or text books.

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

6. Avoid determiners or give-away qualifiers

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

5. Essay Type of Test

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

Advantage of essay type test

Disadvantage of essay type test

How to score an essay

Holistic Scoring: The reader forms an impression of the overall quality of a

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

UNIT 3- DESIGNING AND DEVELOPING ASSESSMENT

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