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    Classroom Principles

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    Classroom Principles

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    classroom principles

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    47 views3 pages

    Classroom Principles

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    © All Rights Reserved
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    of 3

    2a.

    Two important principles in test construction are validity and reliability According to Gronlund

    (2006) “assessment in the teaching and learning context are the methods used to determine

    achievement of learning outcomes”.

    A valid test means that the test measures what it claims to measure (Hughes, 1989 and

    Brown 2001). As such when a test is clearly linked to the stated objectives it would be considered

    a highly valid test. For example, a form 4 accounting test on the steps of the accounting cycle. The

    test should look at the steps of the accounting cycle, source documents, recording in journals,

    posting to ledger, extraction of trial balance and financial statements of a business. All the above

    areas in the test would make it highly valid whilst any other areas on stock valuation or ratio

    analysis would make the test less valid.

    The validity of a test can be estimated by utilizing face validity, content validity, concurrent

    validity and predictive validity.

    For content validity the test has to cover all relevant areas of the subject taught and student

    behavior involved in tasks. For example a test to form 4 POA students on methods of stock

    valuation FIFO, LIFO and AVCO. The test must cover all methods taught and if any method is

    left out the validity of the test maybe compromised. Also, if the test includes other areas than

    methods of stock valuation such as cash book and bank reconciliation statements the test would

    not be valid. A table of specification would ensure that all content will be tested. Construct validity

    ensures that the test measures the concept it is intended to measure (Weir, 1990).Face validity

    refers to if the test looks valid “on the face of it”. For example a test on updated cash book and
    bank reconciliation statements where questions show this. Another teacher not in accounting who

    is untrained would expect the test would measure what the accounts teacher claims it to

    be.Criterion validity is where the students’ results match with a different test of the same concepts.

    According to Bachman and Palmer (2006) the reliability of a test has to do with the

    consistency of the test, its reproducibility and the students’ performance on the test. For example,

    a test with high reliability administered to a student on two separate occasions would ensure that

    the students’ performance remained the same. If this does not occur, it would mean that the student

    scored different marks across two test administration making the test poorly reliable.

    The methods of computing test reliability can be via test – retest, interrater parallel, decision or

    internal consistency.

    The test- retest is where the same test is given to the same group of students twice with a

    time interval (not more than 2 weeks) between the two administrations of the tests(Wood et al ,

    2017) The test scores are correlated and this ensures the test has reliability. A high correlation

    indicates high reliability.

    According to Viswesvaran et al (1996) interrater reliability states that multiple items on a

    questionnaire produces similar participants’ response to all items in the questionnaire. Parallel

    reliability occurs where the teacher creates two different but similar tests that measures the same

    construct.

    References:

    Bachman, L.F. & Palmer, A. (1996) .Language Testing in Practice. Oxford University Press.

    Brown, H.D. (2001) .Principles of Language Learning. 4th ed. White Plains, New York: Longman.
    Gronlund, N. E. (2006). Assessment of student achievement. 8th Edition, Pearson Education Inc.:

    Boston.

    Weir, C. (1990) .Communicative Language Testing. New York: Prentice Hall.

    Wood, D., Harms, P. D., Lowman, G. H., & DeSimone, J. A. (2017). Response speed and

    response consistency as mutually validating indicators of data quality in online samples.

    Social Psychological and Personality Science, 8 (4), 454-464. Doi: 10.1177/1948550617703168

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