ON CONTENT VALIDITY OF TEST
Name of the FS Student __________________________________________________________________ Course ______________________________________ Year & Section ______________________ Resource Teacher 1 __________________________ Signature ________________ Date _________ Resource Teacher 2 __________________________ Signature ________________ Date _________ Resource Teacher 3 __________________________ Signature ________________ Date _________
Cooperating School _______________________________________________________________________
While I observe three different classes, I will be able to identify applications of the principles of assessment.
Field Study 5, Episode 1 – Guiding Principles in the Assessment of Learning Focus on: Application of the principles of assessment
Tasks Exemplary
4 Superior 3 Satisfactory 2 Unsatisfactory 1
Observation/
Documentation: All tasks were done with outstanding quality, work exceeds expectations
4
All or nearly all tasks were done with high quality
3
Nearly all tasks were done with acceptable quality
2
Fewer than half of tasks were done, or most objectives met but with poor quality. 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories Analysis questions were answered completely Clear connection with theories Grammar Analysis question were not answered completely. Vaguely related to the theories. Grammar and spelling. Analysis questions were not answered. Grammar and spelling unsatisfactory.
Field Study
Task Exemplary
4 Superior 3 Satisfactory 2 Unsatisfactory 1
Exemplary grammar and spelling. 4 Spellings are superior. 3 Acceptable. 2 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode.
3
Reflection statements are shallow; supported by experiences from the episode.
2
Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 Submission Before deadline 1 On the deadline 2
A day after the deadline
3
Two days or more after the deadline
4
Sub Totals
Over – all Score Rating (Based on
Transmutation)
_________________________________________ ____________________ Signature of FS Teacher Date
Above Printed Name
Transmutation of Score to Grade/Rating
SCORE GRADE 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84 SCORE GRADE 12 - 2.50 - 81 11 - 2.75 - 78 10 - 3.00 - 75 8-9 - 3.5 - 72 and 7-below - 5.00 - below
I will go through the following steps:
A.
Interview
1.
I will ask my Resource Teacher this question: “What do you do what does your school to ensure
the content validity of your periodic tests?”
Summary of Information Gathered from the Interview:
“Ito ay isinasagawa at nakikita kpag nasuri at naiwasto na ang pagsusulit at
napatunayan na marami na ang nakapasa”
-
Ma’am Rhea
B.
Documentary Analysis (Lesson Plan with accompanying quiz/test) My documentary analysis
will be guided by this question: “Does the quiz/test measure what it is supported to measure?
Yes, because it corresponds on what is the objective of the lesson (Dalaginding) and it
also suits to know if the students really understand the message of the topic that is
related with the experiences that they encounter in their present lives.
3. Secure copies of a written quiz/test and a lesson plan from my Resource Teacher upon which the quiz/test is based and a copy of a Table of Specifications.
1. I will review “Development of Assessment Tools in Assessment of Learning 1, 2007 by Santos Rosita, pp.36-53 and Assessment of Learning 2, pp.14-22 and refer to other references on Assessment of Learning.
2. Interview my Resource Teachers on steps they take to ensure content validity of their test.
4. Answer given questions for analysis.
1.
What as a Table of Specification (TOS) to do with the content validity of test?
Constructing fair tests that give teachers accurate information about students learning is an
important skill for teachers. The table of specification is often useful to organize the planning
process of designing a test allows the teacher to predetermine the content of the test. Using TOS to
organize a teacher – made test helps alleviate content validity problems because it helps the
teachers create good balance in several areas.
2.
I f validity as a characteristics of test means that a test must measure what it is supposed to
measure, is a multiple choice type of test valid to determine learning of manipulative skill like
focusing a microscope? Explain.
Yes, the teacher can establish that the learner is already competent of doing the hands on of
microscope through assessing her/his cognitive result with the use of assessment tool like multiple
choice test question.
3.
Do we have other types of validity of a test other than content validity? Research for an answer.
Construct validity
Construct validity occurs when the theoretical constructs of cause and effect accurately represent the real-world situations they are intended to model. This is related to how well the experiment is operational zed. A good experiment turns the theory (constructs) into actual things you can measure. Sometimes just finding out more about the construct (which itself must be valid) can be helpful.
Construct validity is thus an assessment of the quality of an instrument or experimental design. It says 'Does it measure the construct it is supposed to measure'. If you do not have construct validity, you will likely draw incorrect conclusions from the experiment (garbage in, garbage out).
Convergent validity
Convergent validity occurs where measures of constructs that are expected to correlate do so. This is similar to concurrent validity (which looks for correlation with other tests).
Discriminant validity
Discriminant validity occurs where constructs that are expected not to relate do not, such that it is possible to discriminate between these constructs.
Convergence and discrimination are often demonstrated by correlation of the measures used within constructs. Convergent validity and Discriminant validity together demonstrate construct validity.
Nomological network
Defined by Cronbach and Meehl, this is the set of relationships between constructs and between consequent measures. The relationships between constructs should be reflected in the relationships between measures or observations.
Defined by Campbell and Fiske, this demonstrates construct validity by using multiple methods (eg. survey, observation, test) to measure the same set of 'traits' and showing correlations in a matrix, where blocks and diagonals have special meaning.
Internal validity
Internal validity occurs when it can be concluded that there is a causal relationship between the variables being studied. A danger is that changes might be caused by other factors.
It is related to the design of the experiment, such as in the use of random assignment of treatments.
Conclusion validity
Conclusion validity occurs when you can conclude that there is a relationship of some kind between the two variables being examined.
This may be positive or negative correlation.
External validity
External validity occurs when the causal relationship discovered can be generalized to other people, times and contexts. Correct sampling will allow generalization and hence give external validity.
Criterion-related validity
This examines the ability of the measure to predict a variable that is designated as a criterion. A criterion may well be an externally-defined 'gold standard'. Achieving this level of validity thus makes results more credible.
Criterion-related validity is related to external validity.
Predictive validity
This measures the extent to which a future level of a variable can be predicted from a current measurement. This includes correlation with measurements made with different instruments.
For example, a political poll intends to measure future voting intent.
College entry tests should have a high predictive validity with regard to final exam results.
Concurrent validity
These measures the relationship between measures made with existing tests. The existing tests is thus the criterion. For example a measure of creativity should correlate with existing measures of creativity.
Face validity
Face validity occurs where something appears to be valid. This of course depends very much on the judgment of the observer. In any case, it is never sufficient and requires more solid validity to enable acceptable conclusions to be drawn. Measures often start out with face validity as the researcher selects those which seem likely prove the point
Write down what you learned on what to do ensure validity of tests. Did you ever experience
taking a test which was very difficult because the items were not all covered in class? How did it
affect you? How will you prevent your future pupils / students from experiencing the same?
I learned that validity of a test is very important for student’s side because this will be their
record if they really understand and if they learn something about that lesson.
Yes, I encounter taking a test which was very difficult because the items were not all covered in
class, in that case I got a low grade that really affect my studies most especially my excelling
grade that contributes in academic field.
As a future teacher, I will 100 % ensure validity of my test not because it is my job and duty but
because I want my students to learn a lot from me. To remain my identity as a teacher who
teaches simplification and incorporates valid transfer of learning’s.’.
1.
Research on at least two forms of TOS. Paste them here. Between the two, which do you
prefer?
2.
Copy one lesson objective from my Resource Teacher (or use same lesson objective that I
used in the My Tools portion, letter B Documentary Analysis of this Episode). I will develop
an appropriate and valid quiz/test to measure attainment of that lesson objective.
Lesson Objective:
“Hinahangad na ang mga mag-aaaral bilang kabataan ay matutunang
pahalagahan ang sarili hinggil sa pagkilala at edukasyon nang ang kaisipang ito a
makatulong sa kanilag kinabukasan at kapa-kapakinabang na buhay baling araw”
Test/Quiz
- Pagsasalaysay ng kuwento ng “Batang Pag-Ibig gamit ang Pang – uri.
(Komposisyon/Sulating Impormal at Pormal.
3.
Following the new version of Bloom’s Taxonomy of Objectives, formulate a lesson objective
for each level and a corresponding valid test item. (Don’t worry if in writing the sample
question, you go beyond the triangle.)
CREATING EVALUATING ANALYSIS APPLYING UNDERSTANDING Nakagagawa ng isang simbolo na maibabatay tema ng aralin na pinamagatang “Dalaginding”.
Nakagagawa ng isang sanaysay ukol sa karanasan sa “Batang Pag-ibig” na maipapakita ang tema ng aralin maging ang aral
na mapupulot dito.
Nasusuri ang isang pangungusap kung ito ba ay nag-lalaman ng mga pantukoy na kasama sa bahagi ng pananalita.
Nakapaglalahad ng maikling dula – dulaan ukol sa temang “Ang una kong Pag-ibig” na maipapakita ang negatibo at positibong epekto nito na nakapaloob sa
aral na mapupulot sa kuwento at maisasabuhay ito sa pangaraw – araw na gawain.
Naiintindihan ang kahalagahan ng pangaral ng isang magulang at ang dulot ng edukasyon sa isang batang mag- aaral.
REMEMBERING
Naitatatak sa mga mag – aaral ang paggamit ng pantukoy sa paggawa ng isang pangungusap maging ang mensahe ng binasang akda .
