50
2. Content Validity of the Respondents’ Documents
The respondents’ assessments were various in its content validity. All of the assessments were valid based on the content validity of an assessment. Yet,
they differed in their degree of validity. They possessed high, moderate, or low content validity.
a. High Content Validity Assessment
High content validity of an assessment could be achieved if the intended result of the assessment clearly represented and measured the instructional content
or the outcomes of the instruction. The intended result of the assessment should represent the students performing what the teachers wanted from them to perform
after the instruction. This degree of content validity could be achieved if the instructional content and its specification on the objectives were formulated well
and clear so that the assessment prepared could also easily represent the outcomes to be achieved. It could be also achieved if the assessment was used optimally to
achieve the outcomes of the instruction although the objectives were not appropriately formulated.
There were some assessments prepared by the respondents which possessed high content validity. The example of high content validity assessment
came from the third respondent’s first assessment from her first document. She stated that the instructional content was recount text writing in the form of
biography. She formulated one objective from the content, namely at the end of instruction, the students are able to write a recount text in the form of biography
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51 using past tense correctly and well. Since the outcome of the instruction was
formulated well and appropriately, the assessment could also be prepared well. The third respondent prepared an assessment procedure which directly
asked the students to write a recount text. The kind of the recount text was biography. The outcome was clear that the biography production should use
simple past tense and produced correctly and well. Although the outcome was clear, the word “well” for the degree of biography production has to be elaborated
by the respondent since this feature can involve different interpretation. The respondent also prepared the scoring rubric to measure the product
of the biography made by the students. Hopefully, the rubric provided the explanation of the correctness and wellness of the product. Therefore, the students
knew about the intended product they would make. Unfortunately, the respondent did not provide the scoring rubric in her documents.
The students were given clear task and they were given sufficient opportunity to practice writing. The intended result of the assessment was clear
that the students would be able to produce a recount text in the form of biography using past tense correctly and well. The assessment task clearly involved the
micro- and macroskills of writing, too. The microskill was that the students use acceptable grammatical system of past tense. The macroskills were first, the
students appropriately accomplished the communicative functions of recount text according to form and purpose, second, the students conveyed links and
connections between events, and communicated such relations as main idea, supporting idea, new information, given information, generalization, and
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52 exemplification, and third, the students developed and used battery of writing
strategies. After analyzing the documents prepared by the third respondent, the writer could conclude that her assessment possessed high content validity.
b. Moderate Content Validity Assessment
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