MAWILE, MARLON JR., R.
BPE- III A
ACTIVITY 5 PED 17 – TTH 4:00 – 5:30 PM
Unit 2- Principles of High-Quality Assessment
Learning Activities
Activity 1 Cognitive Targets
Classify the cognitive objectives below in terms of Bloom’s taxonomy.
1. To identify the parts of flower. COGNITIVE
2. To enumerate the characteristics of a good test. COGNITIVE
3. To determine the function of a predicate in a sentence. AFFECTIVE
4. To summarize the salient features of a good essay. ANALYSIS
5. To use the concept of ratio and proportion in finding the height of a building.
SYNTHESIS
Activity 2. Properties of Assessment Methods
Define the following terms: content validity, criterion-related validity,
construct validity and reliability.
Answer:
Content Validity
- Content validity assesses whether a test is representative of all aspects of the construct.
To produce valid results, the content of a test, survey or measurement method must
cover all relevant parts of the subject it aims to measure. Plays a primary role in the
development of any new instrument, provides evidence about the validity of an
instrument by assessing the degree to which the instrument measures the targeted
construct.
Criterion- related validity
- Criterion validity is the comparison of a measure against a single measure that is
supposed to be a direct measure of the concept under study. To evaluate criterion validity,
you calculate the correlation between the results of your measurement and the results of
the criterion measurement. If there is a high correlation, this gives a good indication that
your test is measuring what it intends to measure.
Construct Validity
- Construct validity is used to determine how well a test measures what it is
supposed to measure. 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. For example, one way to demonstrate the construct validity of a
cognitive aptitude test is by correlating the outcomes on the test to those found on
other widely accepted measures of cognitive aptitude.
Reliability
- Reliability is defined as the probability that a product, system, or service will
perform its intended function adequately for a specified period of time, or will
operate in a defined environment without failure. Reliability refers to how well a
score represents an individual's ability, and within education, ensures that
assessments accurately measure student knowledge. Because reliability refers
specifically to score, a full test or rubric cannot be described as reliable or
unreliable.
A. Ms. Clara administered her statistic test to ten (10) first year college students. After a
week, the same test was given to the same students. Their scores in the first and the
second tests are shown below.
Compute the reliability of the test.
Student No. First Test (X) Second Test (Y) XY X2 Y2
1. 40 41 1,640 1,600 1,681
2. 35 40 1,400 1,225 1,600
3. 30 25 750 900 625
4. 20 20 400 400 400
5. 19 20 380 361 400
6. 20 23 460 400 529
7. 37 34 1,258 1,369 1,156
8. 38 35 1,330 1,444 1,225
9. 40 40 1,600 1,600 1,600
10. 25 25 625 625 625
Sum (∑) 304 303 9,843 9,924 9,841
Number of students (N): 10
Sum Product of the First Test (∑X): 304
Sum Product of the Second Test (∑Y): 303
Sum Product of the First & Second Test (∑XY): 9,843
Sum of the First Test score squared (∑X2): 9,924
Sum of the Second Test score squared (∑Y2): 9,841
The reliability of a test (r) score interpretation:
= 1.0 perfect reliability,
≥ 0.9 < 1.0 excellent reliability,
≥ 0.8 < 0.9 good reliability,
≥ 0.7 < 0.8 acceptable reliability,
≥ 0.6 < 0.7 questionable reliability,
≥ 0.5 < 0.6 poor reliability,
> 0.0 < 0.5 unacceptable reliability,
= 0.0 no reliability.
The reliability of a test (r) is 0.941. This means that this test has an excellent reliability.
B. Mr. Alfredo administered two forms of mathematics test to ten (10) third year students.
The first form of the test was given in the morning and second form was given in the
afternoon. Their scores in the first and second forms are presented below. Determined the
reliability of the test
To compute the reliability of a test, we need to use correlation coefficient.
To compute the correlation coefficient, we need to use this formula:
Student No. First Form (X) Second Form (Y) XY X2 Y2
1. 60 48 2,880 3,600 2,304
2. 84 82 6,888 7,056 6,724
3. 40 37 1,480 1,600 1,369
4. 65 72 4,680 4,225 5,184
5. 70 89 6,230 4,900 7,921
6. 33 40 1,320 1,089 1,600
7. 42 37 1,554 1,764 1,369
8. 50 60 3,000 2,500 3,600
9. 70 80 5,600 4,900 6,400
10. 90 74 6,660 8,100 5,476
Sum (∑) 604 619 40,292 39,734 41,947
Number of students (N): 10
Sum Product of the First Form (∑X): 604
Sum Product of the Second Form (∑Y): 619
Sum Product of the First & Second Form (∑XY): 40,292
Sum of the First Form score squared (∑X2): 39,734
Sum of the Second Form score squared (∑Y2): 41,947
The reliability of a test (r) score interpretation:
= 1.0 perfect reliability,
≥ 0.9 < 1.0 excellent reliability,
≥ 0.8 < 0.9 good reliability,
≥ 0.7 < 0.8 acceptable reliability,
≥ 0.6 < 0.7 questionable reliability,
≥ 0.5 < 0.6 poor reliability,
> 0.0 < 0.5 unacceptable reliability,
= 0.0 no reliability.
The reliability of a test (r) is 0.845. This means that this test has a good reliability.
