validity and objectivity are important qualities of test,which add to its reliability

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QUALITIES OF MEASUREMENT DEVICES / CRITERIA FOR THE GOOD ASSESSMENT OF TOOLS
 Validity
Does it measure what it is supposed to measure?
 Reliability
How representative is the measurement?
 Practicality
Is it easy to construct, administer, score and interpret?
 Objectivity
Objectivity is the close agreement between scores assigned by two or more judges.
 Backwash
What is the impact of the test on the teaching/learning process?
VALIDITY
Concept:
 The term validity refers to whether or not a test measures what it intends to measure.
 On a test with high validity the items will be closely linked to the test’s intended focus. For many certification and licensure
tests this means that the items will be highly related to a specific job or occupation. If a test has poor validity then it does not
measure the job-related content and competencies it ought to.
Definition:
 Validity refers to the appropriateness of the interpretations made from test scores and other evaluation results , with regard to a
particular use.
 A test is said to be valid if it measures what it intends to measure .

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(Or)
 Validity refer to the ability of the instrument to measure.
TYPES OF VALIDITY
 There are several ways to estimate the validity of a test, including content validity, construct validity, criterion-related
validity (concurrent & predictive) and face validity.
 Content”: related to objectives and their sampling.
 “Construct”: referring to the theory underlying the target.
 “Criterion”: related to concrete criteria in the real world. It can be concurrent or predictive.
 “Concurrent”: correlating high with another measure already validated.
 “Predictive”: Capable of anticipating some later measure.
 “Face”: related to the test overall appearance.
 CONTENT VALIDITY
Content validity refers to the connections between the test items and the subject-related tasks. The test should evaluate only
the content related to the field of study in a manner sufficiently representative, relevant, and comprehensible.
 CONSTRUCT VALIDITY
It implies using the construct correctly (concepts, ideas, notions). Construct validity seeks agreement between a theoretical
concept and a specific measuring device or procedure. For example, a test of intelligence nowadays must include measures of
multiple intelligences, rather than just logical-mathematical and linguistic ability measures.
 CRITERION-RELATED VALIDITY
Also referred to as instrumental validity, it states that the criteria should be clearly defined by the teacher in advance. It has to
take into account other teachers´ criteria to be standardized and it also needs to demonstrate the accuracy of a measure or
procedure compared to another measure or procedure which has already been demonstrated to be valid.
 CONCURRENT VALIDITY
Concurrent validity is a statistical method using correlation, rather than a logical method. Examinees who are known to be
either masters or non-masters on the content measured by the test are identified before the test is administered. Once the tests

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have been scored, the relationship between the examinees’ status as either masters or non-masters and their performance (i.e.,
pass or fail) is estimated based on the test. This type of validity provides evidence that the test is classifying examinees
correctly. The stronger the correlation is, the greater the concurrent validity of the test is.
 PREDICTIVE VALIDITY
This is another statistical approach to validity that estimates the relationship of test scores to an examinee's future performance
as a master or non-master. Predictive validity considers the question, "How well does the test predict examinees' future status
as masters or non-masters?" For this type of validity, the correlation that is computed is based on the test results and the
examinee’s later performance. This type of validity is especially useful for test purposes such as selection or admissions.
 FACE VALIDITY
Like content validity, face validity is determined by a review of the items and not through the use of statistical analyses. Unlike
content validity, face validity is not investigated through formal procedures. Instead, anyone who looks over the test, including
examinees, may develop an informal opinion as to whether or not the test is measuring what it is supposed to measure. While it
is clearly of some value to have the test appear to be valid, face validity alone is insufficient for establishing that the test is
measuring what it claims to measure.
Characteristics of Validity:
 Validity contains the measurements properties like: Content validity , Construct validity , Criterion validity.
 It can be used in educational as well as in psychological measurements.
 Validity has two identifications: Internal validity and External validity.
 It is specific to each administration of the test.
 Objective-basedness , comprehensiveness and objectivity of the test will contribute to validity.
Purposes of validity:
 Determines the suitability of test for use.
 Judges the quality or merit of a study.
 Making results valid and meaningful.

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 After validity results can be used to answerable to research questions.
 Reduce the wastage of time and effort.
 Validity can ensure that results can be used effectively.
 Important for defining and measuring bias and distortion.
 Validity tells you if the characteristic being measured by a test is related to job qualification and requirement.
 Validity gives meaning to the test scores. Validity evidence indicates that there is linkage between test performance and job
performance.
 Validity also describes the degree to which you can make specific conclusions or predictions about people based on their test
scores.
Purpose for validity of classroom Assessments:
 Ensure that we make sound inference about our students.
 Help develop alignment between our own assessment of student learning and those made (inferred) by external assessments.
 Contribute to a culture which views teaching as a complex, highly skilled and professional endeavor.
OBJECTIVITY
Concept
• Objectivity is also referred to as rater reliability.
• Objectivity is an important characteristic of a good test. It affects both validity and reliability of test scores. Objectivity of a
measuring instrument moans the degree to which different persons scoring the answer receipt arrives of at the same result.
Definition:
 C.V. Good (1973) defines objectivity in testing is “the extent to which the instrument is free from personal error (personal
bias), that is subjectivity on the part of the scorer”.

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 Gronlund and Linn (1995) states “Objectivity of a test refers to the degree to which equally competent scores obtain the same
results. So a test is considered objective when it makes for the elimination of the scorer’s personal opinion and bias
judgement.
In thiscontextthere are twoaspectsof objectivitywhichshouldbe keptinmindwhileconstructingatest.”
(i) Objectivity in scoring.
(ii) Objectivity in interpretation of test items by the testee.
(i) Objectivity of Scoring:
Objectivity of scoring means same person or different persons scoring the test at any time arrives at the same result without may
chance error. A test to be objective must necessarily so worded that only correct answer can be given to it. In other words the personal
judgement of the individual who score the answer script should not be a factor affecting the test scores. So that the result of a test can
be obtained in a simple and precise manner if the scoring procedure is objective. The scoring procedure should be such that there
should be no doubt as to whether an item is right or wrong or partly right or partly wrong.
(ii) Objectivity of Test Items:
By item objectivity we mean that the item must call for a definite single answer. Well-constructed test items should lead themselves to
one and only one interpretation by students who know the material involved. It means the test items should be free from ambiguity. A
given test item should mean the same thing to all the students that the test maker intends to ask. Dual meaning sentences, items having
more than one correct answer should not be included in the test as it makes the test subjective.

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Purposes:
 To avoid bias.
 To ensure accurate conclusion or results.
 To ensure out comes purely based on facts.
Characteristics of Objectivity:
 Based on scientific facts rather than on one’s opinion .
 Factual , free from personal bias.
 Judgement based on observable phenomena un influenced by emotions or personal prejudices.
 Being objective is to beorto do something that is not primary about one self or our selves , but for the world itself.
 Has multi-dimensional viewing.
 Its results and data is based on continuous testing ,then demonstrated or confirmed by a third party.

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References:
Book references:-
 B.K.Buttar, NeelamKumari, NaditaDutt.A text book of communication and educational technology ,P V publishers, page no.s
325 to 330.
 B Sankaranarayanan .B Sindhu .Learning and Teaching Nursing ,4th edition , JAYPEE publishers, page 213 and 214.
 K.P Neeraja,text book of nursing education,jaypee,page no.:404-415
 Denise F.Polit& Cheryl TatanoBeck,Nursing Research, Generating & Assessing Evidence for Nursing Practice.
8thedition,Lippincott&wilkins,page no. 286-306
 Cozby, Paul C.. Methods in behavioral research. 10th ed. Boston: McGraw-Hill Higher Education, 2009.
Internet references:-
 https://en.wikipedia.org/wiki/Validity_(statistics)
 https://en.wikipedia.org/wiki/objectivity

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NAME : JAVAID AHMAD MIR.
DESIGNATION : MSC.NURSING 1ST
YEAR STUDENT.
ROLL NO. : 106.
SPECIALITY :PSYCHIATRIC NURSING.
SUBJECT : NURSING EDUCATION.
PRESENTATION TOPIC :
CONSTRUCTION OF TESTS