that is valid for one decision or group of students is not necessary valid for other decision group.
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The writer conluded that validity is important. Because without validity, we never know whether the test measure what should be measured. From validity,
know the test have been valid or not.
2. The Purpose of Validity
Ahmand and Glock divide three purpose validity. Each purpose has fuction. There are three purpose:
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First, to know how good students understanding the meterial in learning process. It means that if test taker can know how well the students accept or
understand what they have taught, they can give test that measured the
undertanding. For example, if we see the reading skill, we can measure the students with reading aloud.
Second, to analyze the students’ readiness before they get new material. It means that the test is to see how far the students master or know the knowledge
before they came to class. For example the aptitude test. The aptitude test could be given to completing junior high school to predict their academic success in senior
high school. Third, To predict what students strength related to the undertanding the
material . For example, a teacher might give a memory test to a class to make inferences about each pupil’s scholactic aptitude.
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Peter W.Airasian and Michael K.Russel, Classroom Assessment, New York, McGraw-Hill, 2008.p.16
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J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth, Boston: Allyn and Bacon, 1971p.278
3. The Characteristic of Validity
Validity has some characteristics
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. They are: First, Validity means the result can be measured or not. It means that whether the test test that we make
same as or relevant to result at the end of test. Second, Validity is a way to measure the students level. Third, Validity refers to content of facts. It should
never be considered a general quality. For example, the results of an arithmetic test may have a high degree of validity for indicating computational skill, a low
degree of validity for indicating arithmatical reasoning, a moderate degree of validity for predicting success in future mathematic courses and no validity for
predicting success in art or music. Similiarly with Peter W.Airisian and Michael K.Russel stated that
characteristic of validity are: first, Validity is concerned with whether the information being gathered is relevant and appropriate to make the desired
decision. Second, Validity is the most important characteristic that an assessment decision can possess because, without it, the decision may be inapproppriate or
even harmful. Third, Concerns about validity pertain to all classroom assessment, not just to those involving formal data or information-gathering techniques.
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The writer can conclude that the characteristic of good test consist some characteristic. There are: first, The result can be measure what should be measure.
Second, validity is there to determine the students level. How well the students undertanding if measured with scale or make level. Third, validity is there to
determine the quality of question. Because this is important to repair the quality of question in next time and as suggestion for test taker to make good evaluation.
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Norman E.Gronlund, Measurement and Evaluation in Teaching, fourth edition , New York: Mcmillan Publishing Co., 1981p. 66-67
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Loc. Ci.,.p.17
