b. Reliability
Peter W. Airasian and Michael K.Russel defined Reliability stability of test.
13
Wilmar defined Reliability is consistency of test score.
14
That is how consistent test scores or other evaluation results are from one measurement to
another. Similiar to Douglas, Douglas defined Reliability consistency or depenable.
15
It means how accurately it measures whatever it does measure. The purpose of reliability to see how consistency can measure students at same time.
From definition above the writer concludes reability is consistency of good test. It means the test will give same results if the test give in the same time.
c. Practicality
Douglas defined practicality is not expensive, easy to administer, and not to much time to make.
16
Wilmar defined practicality is enough time to make, as economical as possible in cost, and the scoring procedure is easy.
17
Similiar to Thorndike, practicality is ease of administration, simple procedure for examinee,
and objective record of performance.
18
B. Content Validity 1. The Definition Content Validity
There are some types of validity, there are content validity, criterion related validity, construct validity, and face validity. The kinds of types of validity
has functions. Because the writer research about the content, therefore in this skripsi, the writer explains comprehensively deeply about the content validity.
Content validity is where the test act as representative as subject matter which should be covered in the test. It aims whether a test or material should be
measured as syllabus and curriculum. According to Kenneth content validity of an achievement test one task “To what extent does test require demonstration by the
13
Ibid, p.18
14
Wilmar Tambunan, Evaluation of Student Achievement , Jakarta: Depdikbur., 1988.p.14
15
H.Douglas Brown, Language Assessment Principles and Classroom Practices, San Fransisco: Longman, 2004. P.20
16
Loc., cit P.19
17
Op.,cit p.23
18
Robert L. Thornlike and Elizabeth Hagen, Measure and Evaluation in Psycology and Education, New York: John Wiley and sons, 1961,p.203
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
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