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Characteristic # 1. Validity

The document outlines the four main characteristics of a good test: validity, reliability, objectivity, and norms. Validity refers to a test measuring what it is intended to measure, as assessed by comparing test scores to criteria measures. Reliability means a test should yield similar results regardless of who administers or scores it or when a person takes it. Objectivity eliminates personal bias from scoring. Norms provide a basis for interpreting individual scores by comparing them to scores from the test's intended groups.

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59 views4 pages

Characteristic # 1. Validity

The document outlines the four main characteristics of a good test: validity, reliability, objectivity, and norms. Validity refers to a test measuring what it is intended to measure, as assessed by comparing test scores to criteria measures. Reliability means a test should yield similar results regardless of who administers or scores it or when a person takes it. Objectivity eliminates personal bias from scoring. Norms provide a basis for interpreting individual scores by comparing them to scores from the test's intended groups.

Uploaded by

Born Campomanes Lechuga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The following points highlight the four main characteristics of a good test.

The characteristics are: 1. Validity 2. Reliability 3. Objectivity 4. Norms.


Characteristic # 1. Validity:
The first important characteristic of a good test is validity. The test must really measure
what it has been designed to measure. Validity is often assessed by exploring how the
test scores correspond to some criteria, that is same behaviour, personal
accomplishment or characteristic that reflects the attribute that the test designed to
gauge.

Assessing the validity of any test requires careful selection of appropriate criterion
measure and that reasonable people may disagree as to which criterion measure is best.
This is equally true of intelligence test. Reasonable people may disagree as to weather
the best criterion measure of intelligence in school grades, teacher ratings or some other
measures.

If we are to check on the validity of a test, we must settle on one or more criterion
measures of the attribute that the test is designed to test. Once the criterion measures
have been identified people scores on the measures can be compared to their scores on
the test and the degree of correspondence can be examined for what it tells us about the
validity of the test.

Only valid test can give useful information about people but the correction coefficients
for validity are never as high as those for reliability. Though we try for reliabilities of 90
or 60, validities which have corrections between test scores and criterion measures are
not higher than that of several tests with low but significant validity can sometimes be
useful, if they are given together as a battery and their results are considered together.
One reason that validity coefficients are lower than reliability coefficient is that the
reliability of test sets limits on how valid the test can be.

Characteristic # 2. Reliability:
A good test should be highly reliable. This means that the test should give similar results
even though different testers administrate it, different people scores in different forms
of the test are given and the same person takes that test at two or more different times.
Reliability is usually checked by comparing different sets of scores.
In actual practise, psychological tests are never perfectly reliable. One reason is that
changes do occur in individuals over time; for example, a person who scores low in her
group at an initial testing may develop new skills that rise her to a higher position in the
group at the time of the second testing.

Despite such real changes, the best intelligence test usually yields reliability correlation
coefficient of 90 or higher (where 1.00), indicates perfect correspondence and 0.00
indicates number correspondence whatever.

Only valid test can give useful information about people but the correction coefficients
for validity are never as high as those for reliability. Though we try for reliabilities of 90
or 60, validities which have corrections between test scores and criterion measures are
not higher than that of several tests with low but significant validity can sometimes be
useful, if they are given together as a battery and their results are considered together.
One reason that validity coefficients are lower than reliability coefficient is that the
reliability of test sets limits on how valid the test can be.

Characteristic # 2. Reliability:
A good test should be highly reliable. This means that the test should give similar results
even though different testers administrate it, different people scores in different forms
of the test are given and the same person takes that test at two or more different times.
Reliability is usually checked by comparing different sets of scores.

In actual practise, psychological tests are never perfectly reliable. One reason is that
changes do occur in individuals over time; for example, a person who scores low in her
group at an initial testing may develop new skills that rise her to a higher position in the
group at the time of the second testing.

Despite such real changes, the best intelligence test usually yields reliability correlation
coefficient of 90 or higher (where 1.00), indicates perfect correspondence and 0.00
indicates number correspondence whatever.

To understand why norms are important, let us imagine a test that does not have any,
suppose a person takes a newly developed intellectual aptitude test and requires a score
of 437 I.D this is a “Good Score”, should the person be happy or unhappy. Obviously a
score without any basis for comparison is not very useful.
In fact one of the first things a person in the factious situation might do is seek out
others who have taken the test to find out how his or her score compares to theirs.
Psychologists do something similar to this when they develop norms. They seek out
comparison groups whose performance on the test can serve as standard of comparison
for each individual who takes the test later.

Characteristic # 3. Objectivity:
By objectivity of a measuring instrument is meant for the degree to which equally
competent users get the same results. This presupposes subjective factor. A test is
objective when it makes for the elimination of the scorer’s personal opinion bias
judgment. The recognition of the quality objectivity in a test has been largely responsible
for the development of an arised and objective type tests.

Objective-based tests measure or evaluate the entire human development in three


domains that is cognitive, affective and psychomotor. As the name itself indicates they
are based on particular objective of teaching and evaluating. They provide proper
direction, and thus streamline the whole process of evaluation. These tests are all
comprehensives.

Characteristic # 4. Norms:
In addition to reliability and validity good test needs norms. Norms are sets of score
obtained by whom the test is intended. The scores obtained by these groups provide a
basic for interpreting any individual score.

To understand why norms are important, let us imagine a test that does not have any,
suppose a person takes a newly developed intellectual aptitude test and requires a score
of 437 I.D this is a “Good Score”, should the person be happy or unhappy. Obviously a
score without any basis for comparison is not very useful.

In fact one of the first things a person in the factious situation might do is seek out
others who have taken the test to find out how his or her score compares to theirs.
Psychologists do something similar to this when they develop norms. They seek out
comparison groups whose performance on the test can serve as standard of comparison
for each individual who takes the test later.

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