student of the achievement that constitues the objective of instruction in this area? For both the content or topicts and the cognitive processabilities objectives of a
given course or unit the test should contain a representative sample of the content and uses to which the content to be applied.
19
Content validity is one of a measuring instrument which measures the similiarity of the certain types of situation or subject matter. The instrument can
be claimed by having high content validity if a sample of a great variety of the items representing the area in wh
ich students’ ability is being measured.
20
Wilmar stated,Content validity is one of isntrument that can describe learning objective
into content of a test.
21
From those explanation, we know that content validity is one of measuring instrument which measure based on content. How the instrument can be measured
students’ ability and how far students’ objective can be achieved from the instrument. Content validity is one of kinds validity which is focused to measure
content area. This is very important because we can know that test taker can be made good test for students while the test can be measured students’ ability.
2. The Purpose of Content Validity
Wilmar defines the purpose content validity to determine how well test scores represent the achievement of certain learning outcomes.
22
The purpose of Content Validity is to measure the content whether the content of test can
measured what should be measured and how well the test taker can make good test. However the purpose of content validity has to improving quality of test and
test taker. If the test from content validity have not measured what should be measured. So the test can be used to make good test in future.
19
Kenneth D. Hopkins, Educational and Psycological Measurement and Evaluation, Boston: Allyn and Bacon, 1998, 8th edition, p. 72-73.
20
J. Stanley Ahmann and Marvin D. Glock, Evaluating pupil growth, United Stated of America: Allyn and Bacon, 1971p.287
21
Wilmar Tambunan, Evaluation of Student Achievement , Jakarta: Depdikbur., 1988.p.12
22
Ibid, p.13
3. Criterion Validity
Grondlund defined “Criterion validity may be defined as the extent to which the performance is related to some other valued measured of
performance”.
23
Brown “Criterion validity of test is a relationship or correlation the test scores and scores on some measures which represent an identified.
24
There are two kinds of criterion validity. First concurent validity A applies if a data on the two measures test and criterion are collected at or about the
same time and if the test scores can estimates a specified present performance and predictive validity It applies if there is an intervention period between the
time of testing and the collection data on the criteria and if the test scores can predict a specified future performance.
Based on the definition above, the writer can conludes criterion validity is validity that has function compares a measurement with some objective standard
and it has two kinds of criterion validity, there are concurrent validity and predictive validity.
4. Face Validity
Douglas defined Face Validity “Students view the assessment as fair, relevant, and useful for improving learning.
25
Futhermore, Heaton defines “If the test item looks right to other testers , teacher, moderator, and testers, it can be
describe as having at least face validity”.
26
It means face validity such as surface appereance.
From the definition above the writer concludes face validity is test appearance that is readable, acceptable, and approppriate with what supposed the
test.
23
Norman E.Gronlund, Measurement and evaluation in teaching, fourth edition , New York: Mcmillan Publishing Co., 1981p. 72
24
James Dean Brown, Testing in Language program, Newyork: Mc.Graw-Hill,2005.p.233
25
H. Douglas Brown, Language Assessment Principles and Classroom Practices, Sanfransisco:Longman,2004.p.24
26
J.B Heaton, Writing English Language Tests, Newyork: Longman Group UK Limited, 1998, New edition, p.159
