Module V

Quantitative

Analysis

Criteria of a Good Test1. Relevance – the extent to which it is

necessary that students are able to perform task x.

2. Representativity- the extent to which the task x represents a real situation.

3. Authenticity- the extent to which the situation and the interaction are meaningful and representative on the world of the individual user.

4. Balance- the extent to which the each relevant topic/ability receives an equal amount of attention.

5. Validity- the extent to which the test effectively measures what is intended to be measure

Sub-classification of Validitya. Concurrent Validity

a test is said to have concurrent validity if the scores it gives correlate highly with a recognized external criterion which measures the same area of knowledge ability.

b. Construct Validity A test is said to have a construct validity if scores can

be shown to reflect a theory about the nature of a construct or it’s relation to other constructs. It could be predicted, for example, that the two valid test of listening comprehension would rank learners in the same way , but each would have a weaker relationship with scores on a test of grammatical competence.

c. Content Validity If the items or tasks of which it is made up

constitute a representative sample of items or tasks for the area of knowledge or ability to be tested.

d. Convergent Validity A test is said to have convergent validity when

there is a high correlation between scores achieved in a different test measuring the same construct (irrespective of method). This can be considered an aspect of construct validity.

e. Criterion-related validity If a relationship can be demonstrated

between test scores and some external-criterion which is believed to be measure of the same ability. Information on criterion-relatedness is also used in determining how well a test predicts future behavior.

f. Discriminant-Validity If the correlation it has with test of a

different trait is lower than correlation with test of the same trait, irrespective of testing method. This can be considered an aspect of construct validity.

g. Face Validity- The extent of which the test appears to

candidates, or those choosing it on behalf of candidates, to be an acceptable measure of the ability they wish to measure. This is a subjective judgment rather than one based on any objective analysis of test, and face validity is often considered not to be a true form of validity. It is sometimes referred to as “test appeal”.

h. Predictive Validity- An indication of how well a test

predicts future performance in a relevant skill.

RELIABILITY

Refers to the consistency and stability with which a test measures performance.

A number of variables influence test reliability.1. SPECIFICITY- questions should not be open to

different interpretations.2. DIFFERENTIATION- the test discriminates

between good and poor students.4. DIFFICULTY- the test has an adequate level of

difficulty.5. LENGTH- the test contains enough items. In

multiple choice at least 40 items are required.6. TIME- student should have sufficient time to

perform a test/task.7. ITEM CONSTRUCTION- A well-constructed

question is better than a poor one.

Possible reasons for the inconsistency of an individual score in a test.

- Scorer’s inconsistency- Limited sampling of behavior- Changes in the individual himself

Factors affecting Reliability Objectivity Difficulty of the test Length of the test Adequacy Testing condition Test administration procedures

IMPORTANCE OF QUANTITATIVE ANALYSIS

1. Purpose Quantitative Analysis is meant to give some idea about the reliability of the test. It is not always easy to determine on sight which questions are unclear or problematic items more visible.

2. Getting Started during the development phase of the test development process, a sample group of at least 20 representative end-user is gathered to whom the test is administered and solved using a statistical program

COMMON STATISTICAL FORMULA

DESCRIPTIVE STATISTICS- are intended to offer a general idea about the test scores. A review of the following important terms and concepts on descriptive statistics is important:

a. N indicates the number if the test reviewed, Minimum singles or the lowest score from the population. Maximum singles or the highest score from the population

b. Mean refers to the average scorec. Std. Deviation (SD) is the mean deviation of the

values from their arithmetic mean. A small SD implies that in general the scores do not deviate much from the mean.

CORRELATIONS

Are illustrated by scatter plots which are similar to the line graphs, in that they use horizontal and vertical axes to plot data points, show how much one variable affected by another. The relationship between this to variables is called their correlation.

If the data points make a straight line going from the origin out of high x-and y- values, then the variables are said to have POSITIVE CORRELATION.

If the line goes from a high value on the y-axis down to a high value on the x-axis, the variables have a NEGATIVE CORRELATION.

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