Reasearch Questions Purpose of the Study

Substantially, there is no different view among definition above. They would like to elaborate that a test is considered having face validity, if its appearance is acceptable, it is clearly readable, and it has a clear instruction in answering the test. 3 Construct Validity Christopher said “Construct validity is concerned with how accurately an assessment aligns with the theoretical framework of the intended learning outcomes, standards, or objective of the instructional unit. In other word, validity asks”, “Does the assessment measure what it purpose to measure?” 25 . H. Douglas Brown said a third category of validity that teachers must be aware of in considering language tests is construct validity. One way to look at construct validity is to ask question “Does this test actually tap into the theoretical construct as it has been defined?” “Proficiency is a construct”. 26 4 Criterion-Related Validity Criterion validity implies the extent to which a tool performance is related to some other valued measure of performance. 27 While according Norman E Gronlund and C. Keith Waugh on book assessment of student achievement. There are two types of studies used in obtaining criterion related evidence of validity. These can be explained most clearly using test scores, although they could be used with any type of assessment result. The first type of study concerned with the use test performance to predict future performance on some other value measure called a criterion. For example, we might use scholastic aptitude test scores to predict course grade. For obvious reason, it is called a predictive study. 25 Cristhoper Garies, loc.cit. 26 H.Douglas Brown, op.cit.,p. 389 27 Dr. T. Swarupa Rani, Mrs. J. R. Priyadarsaini, op.cit.,p. 308 The second type of study is concerned with the use of test performance to estimate current performance on some criterion. With the procedure both measure test and criterion are obtained at approximately the same time, type of study is called a concurrent study. 28 b. Reliability The second characteristic of a good test is reliability. Reliability is the consistency or dependability of the result assessment. 29 It is implies how consistent result test from one measurement to another. Therefore, to be considered reliable, a language test must obtain consistent result and give consistent information. So reliability needed to measure of difficulties of item test, because the consistent will given good result information about test which is want to measure on the difficulties items test. c. Predictability The third characteristic of a good test is predictability means the test should be such as can give a forecast of the possibilities of the future achievement of the students. Symbolic focus head, heart, and hand. 30 The purpose of predictability is used to predict some possibilities of the future achievement of students to be realization and relevant. d. Objectivity The fourth characteristic of a good test is objectivity. Objectivity refers to the extent the opinion or judgment of the scorer is eliminated from the scoring process. Objectivity is high in most of the standardized tests achievement, aptitude, creativity and intelligence. The test items are objective type fill in the 28 Norman E. Gronlund and C. Keith Waugh, op. cit., p. 50 30 Rani, op.cit.,p. 307