Field Study 5 Episode 3: On Content Validity of Test

1. ON CONTENT VALIDITY OF TESTS
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño ________ Signature ___________ Date _01-16-17__
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________
Performance (How I Will Be Rated)
Field Study 5, Episode 3 – Tests with Content Validity
Focused on: Content validity of test/quiz, the connection between Table of Specifications
and test validity and constructing test with content validity.
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
MARJOREY C. CABIGAS
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
1. Interview
There are many ways to ensure content validity of periodic test. One way is to prepare
Table of Specifications (TOS). According to Ma’am Doño, the preparation of TOS is not
strict in our school but they do are required to prepare a TOS.
Another way is to make a test that will measure the learning of students. This can be
done by following the steps in making test questionnaire as provided in testing etiquette.
2. Documentary Analysis (Lesson Plans with the accompanying quiz/test)
For me, yes. Among the four defined objectives, the three (3) are attained in the
discussion while one objective (letter b) is achieved in the evaluation part. Since my
resource teacher wants the students to solve problems involving probability of union of
events, intersection of events and mutually exclusive events, it is appropriate to give them
that kind of test as presented in the evaluation part. Number one (1) question is for
intersection of events; number two (2) is for union of events as well as number four (4).
Number three (3) is for exclusive mutual events.

3. My Analysis
1. What has a Table of Specification (TOS) to do with the content validity of tests?
One way to ensure content validity of the test is through making a Table of
Specifications (TOS). A TOS will determine the appropriate number of items to be asked
on a specific topic. It can also determine the number of items to be asked on different levels
in cognitive domain. In this manner, the teacher will be guided in making a valid test
because a TOS provides the various percentage to be asked on a specific topic and domain.
2. If validity as a characteristic of test means that a test must measure what it is supposed to
measure, is a multiple-choice type of test valid to determine learning of manipulative skill
like focusing a microscope? Explain.
For me, no. if a teacher wants to measure the manipulative skill like focusing a
microscope, performance assessment is more appropriate than a multiple-choice type of
test. Choosing the correct from a multiple choice test doesn’t mean that you really know
how to manipulate a thing. You might have just guess the correct answer. Unlike in
performance assessment, the actual performance of the child will surely measure whether
he/she had truly learn or not.
3. Do we have other types of validity of a test other than content validity? Research for an
answer.
Yes, there are other types of validity. It includes:
 Face Validity – the test appears to be assessing what it aims to measure (outside
appearance)

4.  Concurrent Validity – answers the question, “Is the result similar to other test
administered at about the same time?”
 Predictive Validity – degree of accuracy of how a test predicts the level of
performance in a certain activity which it intends to foretell
 Construct Validity – agreement of a test result with certain characteristics that the
test aims to portray.

5. My Reflections
Looking back to my previous learning in my ASL subject, I learned on how to ensure
validity of tests. First, construct appropriate test items. This will result to the measurement of
the learning you wanted to measure. Second, make directions brief, clear and concise. Next,
arrange items from easy to difficult. And, never have an identifiable pattern of answer.
Another way to ensure validity of test is through constructing a Table of Specification
(TOS). A TOS will determine howmany questions will be ask on every level of cognitivedomain
in relation to the number of hours spent on a specific topic. In this manner, construction of test
questions is guided.
 Yes, I do experience a test where not all items were covered in class. It do upset me due
to the fact that I will experience difficulty in answering it. But since I really need to answer
it, I just use my common sense as well as my prior knowledge in order to answer the test.
When I’ll be a teacher in the future I will make sure that my students in the future will
not experience the same thing. I will do this by preparing a valid test guided by TOS and
my teaching itself must be guided by the ethics for teaching and ethics in testing and
assessing.

6. My Portfolio
1. Research on at least two forms of TOS. Paste them here. Between the two, which do you
prefer?

7. For me, I prefer the Two-Way Table of Specification because items in this TOS are
broken down into each level of cognitive domain. In this manner, validity of test is more
achieved compared to One-Way Table of Specification.
2. Copy one lesson objective from my Resource Teacher. I will develop an appropriate and
valid quiz/test to measure attainment of that lesson objective.
Given the activities, the Grade 10 students are expected to do the following with at least
75% level of accuracy:
a. Solves the problems involving probabilities of union of events, intersection of
events and mutually exclusive events.
Direction: Solve the following problems. Show your solution (5 points each).
1. Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random. What is
probability that the ticket drawn has a number which is a multiple of 3 and 5?
2. Using the same situation/problem in number one (1), what is the probability that the ticket
drawn has a number which is a multiple of 3 or 5?
3. A bag contains 2 red, 3 green and 2 blue balls. Two balls are drawn at random. What is the
probability that none of the balls drawn is blue?
4. What if the probability of getting a sum of 9 from two throws of a die?
5. A die is rolled and a coin us tossed, find the probability that the die shows an odd number
and the coin shows a head.

8. EVALUATING
Objective: explain the importance of
studying Probability.
Sample Question: Why is it important to
study Probability?
CREATING
Objective: convert the formula
for the mean to get a specific
value of x.
Sample Question: Alan scores
88, 87, 95 and 80. What should
be his score on the fifth exam to
have an average of 90?
3. Following the new version of Bloom’s Taxonomy of Objectives, formulate a lesson
objective for each level and a corresponding valid test item.
ANALYSING
Objective: compare and contrast simple probability and
conditional probability.
Sample Question: What are the similarities and differences
of simple probability and conditional probability?
APPLYING
Objectives: solve the mean, median and mode of the given data.
Sample Question: What is the mean of the scores obtained by 50
students? Median? Mode?
UNDERSTANDING
Objective: state in own words when is sampling be used.
Sample Question: For you, when is sampling be appropriately used?
REMEMBERING
Objective: state the definition of Statistics.
Sample Question: What is Statistics?