Language Testing Assignment VALIDITY

Language Testing Assignment
VALIDITY

 
Compiled by :


1.      ELISA DEVI SUSANTI            ( 10.1.01.08.0083 )
2.      MEDIA ROSALINA P.             ( 10.1.01.08.0158 )
3.      NIMAS RATRI K.                     ( 10.1.01.08.0183 )
4.      NURUL FADILAH                    ( 10.1.01.08.0195 )
5.      PUTRA ARDANA                     ( 10.1.01.08.0212 )
6.      RIA HADI                                   ( 10.1.01.08.0220 )
7.      SITI ROMELAH                       ( 10.1.01.08.0257 )
8.      VENESIA SEPTININDAR       ( 10.1.01.08.0281 )



ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING EDUCATION
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2012




PREFACE
First of all, the writer would like to express the gratitude for the God, Allah SWT who has given blessing and mercies. So, the writer can finish this paper about “VALIDITY” test in language testing  well.
This paper is supposed to complete final assignment of language testing subject. It content the explanation of validity, its types and the example of it.
The writer aware that this paper is far from being perfect. We welcome any constructive criticism and suggestion for better compilation of this paper. Finally it is expected that this paper useful for the readers.


                                                                                                Kediri, July 19th,  2012



The Writer






VALIDITY

A.               WHAT IS VALIDITY ?
Validity is arguably the most important criteria for the quality of a test. The term validity refers to whether or not the test measures what it claims to measure. On a test with high validity the items will be closely linked to the test’s intended focus. For many certification and licensure tests this means that the items will be highly related to a specific job or occupation. If a test has poor validity then it does not measure the job-related content and competencies it ought to. When this is the case, there is no justification for using the test results for their intended purpose. There are several ways to estimate the validity of a test including content validity, construct validity, criterion validity, consequential validity,and face validity. It is vital for a test to be valid in order for the results to be accurately applied and interpreted.
As the example, many recreational activities of high school students involve driving cars. A researcher, wanting to measure whether recreational activities have a negative effect on grade point average in high school students, might conduct a survey asking how many students drive to school and then attempt to find a correlation between these two factors. Because many students might use their cars for purposes other than or in addition to recreation (e.g., driving to work after school, driving to school rather than walking or taking a bus), this research study might prove invalid. Even if a strong correlation was found between driving and grade point average, driving to school in and of itself would seem to be an invalid measure of recreational activity.
B.               TYPES OF VALIDITY
1.     Content Validity
While there are several types of validity, the most important type for most certification and licensure programs is probably that of content validity. Content validity is a logical process where connections between the test items and the job-related tasks are established. If a thorough test development process was followed, a job analysis was properly conducted, an appropriate set of test specifications were developed, and item writing guidelines were carefully followed, then the content validity of the test is likely to be very high. Content validity is typically estimated by gathering a group of subject matter experts (SMEs) together to review the test items. Specifically, these SMEs are given the list of content areas specified in the test blueprint, along with the test items intended to be based on each content area. The SMEs are then asked to indicate whether or not they agree that each item is appropriately matched to the content area indicated. Any items that the SMEs identify as being inadequately matched to the test blueprint, or flawed in any other way, are either revised or dropped from the test.
In brief a test said to have contentvalidity if it’s contentconstitutes a frepresentative sample of the language skills, structures, etc. With which it is meant to be concerned. Here are the important of content validity :
1.      The greater a test’s content validity, the morelikely it is to be an accurate measure of what it is supposed to measure.
2.      A test is likely to have a harmful backwash effect. Areas which are not tested are likely to become areas ignored in teaching and learning.

2.     Construct Validity

A test has construct validity if it demonstrates an association between the test scores and the prediction of a theoretical trait. The  word construct refers to any underlying ability which is hypothesised in atheory of language ability. Takean example do construct validity to know the test-taker’s ability in reading test. The ability of reading invoves a number of sub abilities, such as the ability for guessing the meaning of the word from the context in which they are met, finding the main idea of the text, finding implicit information of the text ,etc.
Another example in writing test, there are a number of sub abilities engage in writing ability, such as how to organizing a paragraph, punctuation, capitalization, structure, diction, etc. In speaking test, a sub ability of it concern in performance of the speaker; the fluency in speaking, the accuracy in speaking, intonation, expression,etc. In listening, a sub ability consist  ability of guessing the meaning of the text, finding implicit information of the text, etc. If we attemted to measure that abilities in a particular test, then the part of the test would have construct validity only if we were able to demonstrate that we were indeed measuring just that abilities.

3.     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. Criterion validity assesses whether a test reflects a certain set of abilities. For instance, when the teachers want to measure student’s proficiency in English based on standart competences and basic competences are determined on the syllabus. For example, the third grade for senior high school students at the second semester. Based the syllabus, the standart and basic competence for monolog text is about narrative, explanation and discussion text. To get criterion validity in the test, the items of the test must cover all of the abilities on that syllabus.
Anothe sample is, when an employer hires new employees based on normal hiring procedures like interviews, education, and experience. This method demonstrates that people who do well on a test will do well on a job, and people with low score on test will do poorly on a job. There are two different types of criterion validity:
a)      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.
b)     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.


4.     Consequential Validity
Consequential-related evidence of validity is concerned with the appropriateness of the intended unintended outcomes that ensure an assesment. Such outcomes can include entry into program or services, such as honor societies, advanced courses, remidiation services or special education services. They can also include promotion to the next grade level, graduation from high school, and admission into post secondary education. Outcome can also be effective in nature, influencing student motivation, beliefs or dispositions.
      For example, a strunggling student may perform well on an assesment in preparation for which the teacher had scaffolded learning. The consequence  may be  a more positive attitude toward the teacher, the subject, and learning, more generally. In this example, the consequence is positive and ultimately leads to improving student learning. The teacher may conclude, therefore, that the test has a high degree of consequential validity for this particular students regarding her sense of self efficacy for learning. Conseverely, the consequences of an assesment may be more insidious. If an assesment is perceived to be anfairly difficult, to asses knowledge or skills that were indequately taught, or to be administred in such a way that students are unable to demonstrate their true learning, negative preseptions and feelings may be endangered. If in such a situation the teacher had aimed, in part, to foster not only knowledge of but also an appresiation for the scientific method in his students, the assesment may diminish its very validity because the test itself in advertently hinders students’ acquisition of this important intended outcome of learning. 

5.     Face Validity
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. For example, a test which pretended to measure pronunciation ability but which did not require the candidate to speak (and there have been some) might be thought to lack face validity.
Some people use the term face validity only to refer to the validity of observers who are not expert in testing methodologies. For instance, if you have a test that is designed to measure whether children are good spellers, and you ask their parents whether the test is a good test, you are studying the face validity of the test. If you ask an expert in testing spelling, some people would argue that you are not testing face validity. This distinction seems too careful for most applications. Generally face validity means that the test "looks like" it will work, as opposed to "has been shown to work".


C.               THE USE OF VALIDITY
Every effort should be made in constucting tests to ensure content validity. Where possible, the tests should be validated empirically against some criterion. Particularly where it is intended to use indirect testing, reference should be made to the research literature to confirm that measurement of the relevant underlying constructs has been demonstrated using the testing techniques that are to be used (this may often result in disappointment – another reason for favouring direct testing).

Any published test should supply details of its validation, without which its validity (and suitability) can hardly be judged by a potential puchaser. Tests for which validity information is not available should be treated with caution.  

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