3. Characteristic of a Good Test
The test can be said as the good test I it has the certain qualifications or the certain characteristics. The most essential characteristic of the good test
can be classified into three main aspect, they are, validity, reliability, and practicality.
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a. Validity
The most simplistic definition of validity is that it is degree to which a test measures what it is supposed to be measure. J.B Heaton said, “The
validity of the test is the extent to which it measures what it is supposed to measure and nothing else”.
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The validity of a test must be considered in measurement in this case there must be seen whether the test used really
measures what are supposed to measure.
b. Reliability
Reliability means dependability or trustworthiness. Basically, reliability is the degree to which a test consistently measures whatever it
measures. The more reliable a test is, the more confidence we can have the scores obtained from the administration of the test are essentially the same
scores that would be obtained if the test were re-administered to the same group. An unreliable test is essentially useless. If a test were unreliable
then scores from a given group would be expected to be quite different every time the test was administered. If an intelligence test were
unreliable, a student scoring an IQ of 120 today might score 140 tomorrow, and 95 the day after tomorrow If the test were highly reliable
and if the students’ IQ were 110, then we would not expect that score to fluctuate too greatly from testing to testing.
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Norman E Gronlund, Measurement and …, p.51.
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J.B Heaton, Writing Language Test, Longman: 1998, p.153.
A valid test is always reliable, but a reliable test is not necessarily valid. If a test is measuring what it is supposed to be measuring, it will be
reliable and do so every time. But a reliable test can consistently measure the wrong thing and be invalid.
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c. Practicality
The third characteristic of a good test is practicality or usability in the preparation of a new test. The teacher must keep in mind a number of very
practical considerations which involves economy, ease administration, and interpretation the result.
Economy means that the test is not costly. The teacher must take into account the cost per copy, how many scores will be needed. How long the
administering and scoring of it will take. Ease administration means that the test administrator can perform his
task quickly and efficiently. We must also consider the ease with which the test can be administered.
Ease of interpretation and application JB. Heaton states “The final point concerns the presentation of the test paper it
self”, where possible, it should be printed or type written and appear neat, tidy, aesthetically
pleasing. Nothing is worse and more disconcerting to the testiest than untidy test paper, full of miss spelling, omissions and corrections.” If it
happens, it will be easy for student or testiest easy to interpret the test items”.
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L.R Gay, Educational Evaluation and Measurement, New York: Macmillan, Inc., 1985 p. 167.
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J. Charles Anderson, Claphane Dianne Wall, Language Test Construction Evaluation, Melbourne: Cambridge University Press, 1995, p.187.
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