and trustworthy assessment of student’s competence.
36
In addition, in his book, Educational Tests and Measurement, An Introduction,
Anthony J. Nitko states that, “criterion-related validity questions concern the extent to which scores on a test permit inferences about
examinees’ likely standing on another measure called a criterion.”
37
This type of validity can be divided into two parts; namely, concurrent validity and predictive validity.
1. Concurrent Validity
According to J. Stanley Ahmann and Marvin D. Glock, this validity is “designed to estimate present status with respect to a
c haracteristic different from the test.”
38
In other words, it tries to determine a student’s present standing indirectly.
Concurrent validation is carried out by comparing an individual
’s test scores with his other assessment taken at about the same time.
2. Predictive Validity
Predictive validity is intended to predict how well someone will perform in the future. It is supported by a quote, “predictive
validity concerns the degree to which a test can predict candidates’ future performance.”
39
To do this validition, the earlier test scores from individual students are correlated with grades made at the end of the first
semester.
2. Reliability
Consistent measurement is a necessary condition for high quality educational testing. This consistency of a test is called as reliability.
36
Arthur Hughes, Testing for Language ..., p. 27.
37
Anthony J. Nitko, Educational Test ..., p. 422.
38
J. Stanley Ahmann and Marvin D. Glock, Educating Pupil ..., p. 288.
39
Arthur Hughes, Testing for Language Teacher..., p. 29.
“Reliability refers to the consistency of measurement – that is, to how consistent test scores or other evaluation results are from one measurement
to another.”
40
According to Desmond Allison, “the reliability of a test concerns the accuracy and trustworthiness of its results. Reliable test results will
accurately reflect each student’s understanding of whatever is being tested.”
41
To sum up, a test is reliable if it consistently produces the same, or nearly the same result or rank for the same individual taking the test
several times on the different occassion.
3. Practicality
The last quality that a good test should have is practicality or usability. In selecting a test and other instruments, practical considerations cannot be
neglected. These are some factors relevant to the practicality when selecting tests:
42
a. Ease of Administration
“The administrability of evaluation devices refers to the ease and accuracy with which the directions to pupils and evaluator can be
followed.”
43
In addition, ease of administration involves the simple and clear directions, the subtests in minimum numbers and the easy timing.
b. Time Required for Administration
The test’s length is directly related to the reliability of a test, so the availability of enough time should be taken. “A safe procedure is to
40
Norman E. Gronlund, Measurement and Evaluation ..., p. 93.
41
Desmond Allison, Language Testing ..., p. 85.
42
Norman E. Gronlund and Robert L. Linn, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Company, 1990, 6
th
Ed., p. 102-103.
43
H. H. Remmers, et. al., A Practical Introduction to Measurement and Evaluation, New York: Harper Brothers, 1960, p. 126.
