d. Predictive validity
According to John A.S. Read, “Predictive validity is demonstrated by how well the test scores correlate with a criterion measure taken at a much later date. It is
computed when the test user wishes to forecast an individual’s future standing on some variable of particular significance that is different from the test.”
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In addition, Bill R. Gearheart states that predictive validity involves testing the effectiveness of a test against future performance in the areas purportedly
measured by the test. Aptitude test are often validated by checking on the future performance of individuals who supposedly have “high” or “low” predicted success
is a given specialty.
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For example:
e. Concurrent validity
According to Bill R. Gearheart, “Concurrent validity is determined by comparing test performance and some criterion data which is available at the time of
testing. Concurrent validity should be used with tests employed to diagnose existing status, but is not as appropriate for use in predicting future outcomes.”
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Concurrent validity is demonstrated by how well the test scores compare with one or more external variables considered to provide a direct measure of the
characteristic or behavior in question. A concurrent validity coefficient is computed when the test user wishes to estimate an individual’s present standing on some
variable of particular significance that is different from the test.
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For example:
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John A. S. Read, Papers on…, p. 2.
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Bill R. Gearheart and Ernest P. Willenberg, Application of Pupil…, p. 19.
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Bill R. Gearheart and Ernest P. Willenberg, Application of Pupil…, p.19.
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John A. S Read, Papers on…, p. 2.
December 10 Achievement Test scores
criterion performance September 17
Scholastic Aptitude scores test performance
C. Achiev
ement Test
The purpose of achievement test, as its name reflects, is to establish how successful individual students, groups of students, or the courses themselves have
been in achieving objectives of language courses.
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An achievement tests are usually a formal examination given at the end of the school year or at the end of the course. The achievement tests may be written and
administered by ministries of education, official examining boards, or by members of teaching institution.
1. The Construction of an Achievement Test
There are four things in the construction of an achievement test. As Louis J. Karmel said that the construction of an achievement test entailed a careful
analysis of the field to be examined. a.
The reasons for the construction of the instrument must be clearly evident.
b. An exhaustive and definitive outline of the subject matter to be used is
made. c.
The reasons for construction and an outline of the content are reviewed with such specialists as classroom teachers, educators, and test makers.
d. To compose test items for each part of the content outline, and then ask
representative educators to comment on their importance, clarity of expression, and representativeness of subject matter.
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It shows that the construction of an achievement test is included in four fields to be examined.
2. Basic Principles of Achievement Testing
In order to have a good achievement test form, a test maker should consider that achievement test must be constructed well by paying attention
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Arthur Hughes, Testing for Language Teacher, Great Britain: Cambridge University Press., 1995, p. 10.
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Louis J. Karmel, Measurement and Evaluation in the Schools, London: The Macmillan Company, 1970, p. 257.
September 17 Achievement Test scores
criterion performance September 17
Scholastic Aptitude scores test performance
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