Item Analysis and Validation

Measures of Central Tendency

and Dispersion

MELCHOR A. VILLAPANDO, LPT, MAEd, CSASS

LCBA Program Chairperson, Department of Teacher Education
OVERVIEW:
PART I - Item Analysis and Validation
a. Item Analysis: Difficulty Index and Discrimination Index
b. Validation and Validity
c. Reliability

PART II - Measures of Central Tendency and Dispersion

a. Mean Median Mode
b. Normal and Skewed Distribution
c. Range and Variance
d. Standard Deviation
Item Analysis and Validation
KEY TERMS validity
✓ Content validity
✓ Item analysis
✓ Criterion-related validity
✓ Quantitative item
analysis ✓ Qualitative item
analysis ✓ Difficulty index ✓ Concurrent validity

✓ Discrimination index ✓ Predictive validity

✓ Positive discrimination ✓ Convergent validity

index ✓ Negative ✓ Divergent validity

discrimination index ✓ Zero ✓ Factor analysis

discrimination index ✓ Face ✓ Test-retest method
✓ Equivalent form ✓ Split-half method
method ✓ Test-retest with ✓ Kuder-Richardson method
✓ Equivalent form
LEARNING OUTCOMES

At the end of the session, you must have:

🠶elaborated the guidelines before, during and after
administering examination
🠶defined the basic concepts regarding item analysis
🠶differentiated two types of item analysis
🠶performed item analysis properly and correctly
🠶interpreted the result of item analysis
LEARNING OUTCOMES

At the end of the session, you must have:

🠶enumerated the different ways of establishing
validity and reliability of different assessment tools
🠶identified the different factors affecting the validity
and reliability of the test
🠶computed and interpreted the validity and
reliability coefficient
Lesson 1
PACKAGING AND REPRODUCING
TEST ITEMS
Before administering the test, the following points must
be ensured first:

1. Put the items with the same format together.

2. Arrange the test items from easy to difficult.
3. Give proper spacing for each item for easy reading.
4. Keep options and questions in the same page. 5.
Place the illustrations near the options.
6. Check the answer key.
7. Check the directions of the test.
8. Provide space for name, date, and score.
9. Proofread the test.
10. Reproduce the test.
Lesson 2
ADMINISTERING THE EXAMINATION
Guidelines before Administering Examination

1. Try to induce positive test-taking attitude.

2. Inform the students about the purpose of the
test.
3. Give oral directions as early as possible before
distributing the test.
4. Do not give any hint about the test.
5. Inform the students about the length of time
allowed for the test.
Guidelines before Administering Examination
6. Tell the students how to signal or call your attention
if they have a question.
7. Tell the students how the papers are to be
collected.
8. Make sure the room is well-lighted and has a
comfortable temperature.
9. Remind your students to put their names on their
papers.
10.If the page has more that one page, have each
students checked to see that all pages are
there.
Guidelines during the Examination

1. Do not give instructions or avoid talking while

examination is going on to minimize interruptions and
distractions.
2. Avoid giving hints.
3. Monitor to check student progress and discourage
cheating.
4. Give them warnings if students are not pacing their work
appropriately.
5. Make a note of any questions students ask during the
test so that the items can be revised or the future use.
6. Test papers must be collected uniformly to save time
and to avoid test papers to be misplaced
Guidelines after the Examination

1. Grade the paper (and add comments if you

can); do test analysis.
2. If you are recording grades or scores, record
them in pencil in your class record before
returning the papers.
3. Return the papers in a timely manner.
4. Discuss test items with the students.
Lesson 3
ANALYZING THE TEST
Item Analysis

🠶A process which examines students

responses to individual test items
(questions) in order to assess the quality of
those items and of the test as a whole.
Uses of Item Analysis
1. Item analysis data provide a basis for efficient
class discussion of the test result.
2. Item analysis data provide a basis for remedial
work.
3. Item analysis data provide a basis for general
improvement of classroom instruction.
4. Item analysis data provide a basis for increased
skills in test construction.
5. Item analysis procedures provide a basis for
construction test bank.

Two types of Item Analysis

✓Quantitative item analysis
✓Qualitative item analysis
✓Quantitative item analysis
provides the following:
a) the difficulty of the item
b) the discriminating power of the item
c) the effectiveness of each alternative (for multiple
choice type of test)
✓Qualitative item analysis
A process in which the teacher or expert carefully
proofreads the test before it is administered, to check if
there are typographical errors, to avoid grammatical
clues that may lead to giving away the correct answer,
and to ensure that the level of reading materials is
appropriate.

DIFFICULTY INDEX (����)

Refers to the ease or difficulty of a test item. It is defined
as the proportion of the number of students in the upper
and lower groups who answered an item correctly.
DF = difficulty index value
CUG = the number of students in the
item correctly
�� CLG = the number of students in the
���� = ���� + lower group who answered the
item correctly
N = the total number of students
������ �� who are involved in item analysis
upper group who answered the
Level of Difficulty of an Item
🠶The computed difficulty index can be interpreted
using the scale:
Range of Difficulty Index Level
0.00 - 0.20 Very Difficult Item
0.21 – 0.40 Difficult Item
0.41 – 0.60 Average/ Moderate Difficult item
0.61 – 0.80 Easy Item
0.81 – 1.00 Very Easy Item

Source: Abubakas S. Assad and Wilham M. Hailaya. Measurement and Evaluation: Concepts and Principles

The higher the value of the difficulty index, the easier the item is. The
acceptable difficulty index range is from 0.41-0.60 (moderate) only

DISCRIMINATION INDEX (����)

It is the power of the item to discriminate the students
between those who scored high and those who scored
low in overall test. In other words, it is the item’s ability to
distinguish between those who know the lesson and
those who do not know the lesson.
CUG = the number of students in the
upper group who answered the item
�� correctly
���� = ���� −
CLG = the number of students in the
lower group who answered the item
correctly n = the number of students in
������ �� either of the two groups

DF = discrimination index value

Types of Discrimination Index

1. Positive Discrimination
������ > ������

2. Negative Discrimination
������ < ������

3. Zero Discrimination
������ = ������
Level of Discrimination Index
Range of Index Level
of Discrimination
-1.00 to -0.01 Questionable item
0.00 No Discriminating Power
0.01 – 0.19 Very Low Discrimination Power
0.20 – 0.40 Low Discriminating Power
0.41 – 0.60 Moderate Discriminating Power
0.61 – 1.00 Very High Discriminating Power

If the discrimination index is negative, that means the item is

automatically rejected regardless of its level of difficulty. The only
acceptable discrimination index is from +0.20 to +1.00
Interpretation Of Difficulty And
Discrimination Indices

🠶A good or retained item must have both acceptability indices.

🠶A fair or revised item contains either unacceptable index.
🠶A poor or rejected/discarded item must possess both
unacceptable indices
Interpretation Of Difficulty And
Discrimination Indices
Difficulty Index of Regar Action
Discrimination ds
Index Acceptable Good Retain

Acceptable

Acceptable Not Acceptable Fair Revise/Improve

Not Acceptable Acceptable Fair Revise/Improve
Not Acceptable Not Acceptable Poor Reject/Discard

Acceptable Difficulty Index (����) – 0.41 – 0.60 (Moderately

Difficult) Acceptable Discrimination Index (����) – 0.20 – 1.00
(Low – Very High)

Steps in Item Analysis (U-L Method)

1. Arrange the scores from highest to lowest.
2. Separate the scores into upper and lower
group. If a class consists of 30 students (or
below) who took the exam, divide them into
two groups. The first half comprises the Upper
Group (UG) while the other half is the Lower
Group (LG). If the students are more than 30,
get the top 27% and the lowest 27% and named
them as Upper Group (UG) and Lower Group
(LG) respectively.
Steps in Item Analysis (U-L Method)
3. Compute the index of difficulty for each item
then describe the level of difficulty as very easy,
easy, average, difficult, or very difficult. Then
indicate whether it is accepted or not.
4. Compute for index of discrimination for each
item the describe its power to discriminate. Then
indicate whether it is acceptable or not.
5. Interpret the result whether the item is good, fair,
or poor.
6. Indicate the necessary action if it is to be
retained, revised, or reject.
Example:
Supposed a 40-item test was given to 40 students
in History Class. Compute for the difficulty index
and index of discrimination of the following test
results: Interpret your answers and determine what
actions you should take. Show you answers in a
table.

Solution:
���� = 27% ���� ��ℎ�� ���������� ������������ ����
���������������� ��ℎ�� ℎ������ ���������� ��ℎ�� ��������

���� = 40 �� 27% ���� = 40 �� 0.27 ���� = 10.8 ���� = 11 ����

= 11
Item no. ������ ������
1 8 3
2 9 4
3 5 1
4 10 8
5 7 8

Compute for the difficulty index then interpret:

��
= ���� + ������
For item #1, ����
11 ��
22���� = 22 �� =
0.50
Interpretation: Moderately

8+3 Item,
������ = Acceptable
Difficult

Item no. ������ ������

1 8 3
2 9 4
3 5 1
4 10 8
5 7 8

Compute for the index of discrimination then interpret:

Interpretation: Moderately
For item #1, ����
5 ��
11 �� �� = 11 �� =
�� 0.45
= ���� − ������

8−3 Acceptable
������ =

Discriminating Power,
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
83

294
351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50

294

351

4 10 8
578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average

294

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable

294

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45

294

351
4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP

294

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable 2 9 4

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good 2 9 4

351

4 10 8
578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable

0.45

351
4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable

0.45 MDP

351

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable

0.45 MDP Acceptable 3 5 1

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1

8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable

0.45 MDP Acceptable Good 3 5 1

4 10 8
578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1 8

3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable 0.45

MDP Acceptable Good Retained 3 5 1

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1 8
3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable 0.45

MDP Acceptable Good Retained 3 5 1 0.27

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1 8

3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained 2 9 4 0.59 Average Acceptable 0.45

MDP Acceptable Good Retained 3 5 1 0.27 Difficult

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
3 5 1 0.27 Difficult
acceptable

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained
Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained
Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

4 10 8

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

4 10 8 0.82

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

4 10 8 0.82 Very
easy

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy acceptable

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained
Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy
acceptable 0.18

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy
acceptable 0.18 VLDP

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy
acceptable 0.18 VLDP Not acceptable

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy
acceptable 0.18 VLDP Not acceptable Poor

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained
Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

Not
4 10 8 0.82 Very easy
acceptable 0.18 VLDP Not acceptable Poor Reject

578
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not

acceptable Poor Reject

easy

5 7 8 0.68
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not easy
5 7 8 0.68 Easy acceptable Poor Reject
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

5 7 8 0.68 Easy Not acceptable

Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

-0.09
5 7 8 0.68 Easy Not acceptable
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

5 7 8 0.68 Easy Not

-0.09 QI
acceptable
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

5 7 8 0.68 Easy Not

-0.09 QI Not acceptable
acceptable
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

5 7 8 0.68 Easy Not

-0.09 QI Not acceptable Poor
acceptable
Item
Level Interpretation
no. ������ ������ ���� ����Level Interpretation Remarks decision 1
8 3 0.50 Average Acceptable 0.45 MDP Acceptable Good Retained

Not
2 9 4 0.59 Average Acceptable 0.45 MDP Acceptable Good Retained 3 5 1 0.27 Difficult

acceptable 0.36 LDP Acceptable Fair Revised

acceptable 0.18 VLDP Not
4 10 8 0.82 Very
Not
easy

acceptable Poor Reject

5 7 8 0.68 Easy Not

-0.09 QI Not acceptable Poor Reject
acceptable

Lesson 4
IMPROVING TEST ITEMS
(MULTIPLE CHOICE)
To improve multiple choice test items, we shall
consider the stem of the item, the distracters, and
the key answer.

Example: A class is composed of 30 students. Divide the

class into two. Option B is the correct answer. Based on
from the given data on the table, as a teacher, what
would you do?
Options A B* C D E

Upper Group 1 10 2 0 2

Lower Group 2 6 4 0 3
1. Compute for the
difficulty index then Interpretation:
interpret:
������ 0.53
�� 16 �� Moderately
���� =������ + 30 �� = 30 �� =
�� Item,
�� 10 + 6
�� =
Acceptable
Difficult

2. Compute for the index of discrimination then

interpret : ��
4 ��
15 Low
15 �� = �� = 0.27
��
���� = ���� − ������
10 − 6 Acceptable
������ =
Discriminating Power,
3. Make an analysis about the level of
difficulty, discrimination index and
distracters.

a) 53% of the examinees got the answer correctly,

hence, the item is average/moderately difficult. b)
More students from the Upper Group got the
correct answers correctly; hence, it has a positive
discrimination.
c) Retain options A, C and E because most of the
students who did not perform well in the overall
examination selected it. Those options attract
more students from the lower group
4. Conclusion:
Retain the test item but change option D, make it
more realistic to make it effective for the upper and
lower groups. At least 5% of the examinees should
choose the incorrect options.
Lesson 5
VALIDITY

A good test must first of all be valid. Validity refers

to the extent to which a test measures what it
purports to measure.
If the objective matches the test items prepared
then the test is said to be valid.
VALIDITY
related
Convergent
Validity
Face Predictive Validity
Validity
Validity Construct Divergent
Concurrent
Content Validity related Validity
Validity Validity Factor
Criterion Analysis
Face Validity
Examining the physical appearance of the instrument

Content Validity
is done through the careful and critical examination
of the objectives of assessment so that it reflects the
curricular objectives
For instance, the teacher wishes to validate a test in
English. She requests experts in English to validate if
the best test items measure knowledge, skills and
values it supposed to measure as stated in the course
content or syllabus.