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PRINCIPLES OF LANGUAGE ASSESMENT, VALIDITY - Coggle Diagram

- - - - A good test should not be too expensive to conduct.
    - - A good test should not be too long or too short to be finished by the students.
    - - A good test should not be too complicated or difficult to conduct and it should be simple to administer.
    - - A good test should be followed by something to make it easy to score like rubrics of scoring and key answer.
- - - - For example, when a student is not in his good mood because of his “bad day” while taking a test, then it can affect his score.
    - - Rater reliability deals with the scoring process.
        
        It can be caused by human error
    - - concerns with the situation and condition in which the test is administered.
      - For example, when a teacher wants to conduct a listening test, he should prepare a room that is comfortable for listening activity. He has to make sure that the activity will run well by considering all the things related to the test like the audio system (it should be clear to all the students), the lighting, and seating arrangement as well.
    - - Brown said that sometimes the nature of the test can cause measurement errors (2010: 29).
        
        For example, when the teacher conducts the test with multiple choice items and in one question has more than one correct answer or when the teacher uses ambiguous sentence in the test then it can affect the score.
- - - - Positive Washback
        
        For example:
        When the teacher conducts daily paper based test and asks the students to answer some questions, after they finish their job they will submit the paper to the teacher then the teacher check their job. After that, the teacher not only gives a score but also gives a feedback or comment about their strengths and their weaknesses on test performance in order to give motivation to the students.
      - Negative Washback
        
        For example:
        When the teacher conducts daily paper based test and asks the students to answer some questions, after they finish their job they will submit the paper to the teacher then the teacher check their job and only gives them a score without any comments. In reality, letter grade or numerical score is not enough. The students need a feedback from their teacher.
- - - - refers to the correlation between the content of the test and the language skill, structure, etc.
        
        When the teacher wants to assess students’ speaking ability in a conversational setting, then the teacher asks the students to answer paper-and-pencil multiple-choice questions requiring grammatical judgments. It is not achieve content validity. The teacher should conduct a test that requires the students actually to speak to their friend.
    - - emphasizes on the relationship between the test score and the outcome.
        
        Concurrent Validity
        
        its results are supported by other concurrent performance
        
        For example: The validity of a high score on the final exam of a foreign language course will be verified by the actual proficiency in the language.
        
        Predictive Validity
        
        is to measure and predict a test taker’s likelihood of future success.
        
        For example: TOEFL test is intended to know how well someone will perform the capability of his English in the future.
    - - refers to concepts or theories which are underlying the usage of certain ability.
        
        For example:
        When the teacher conducts a speaking test, the scoring analysis for the test includes several factors in the final score: pronunciation, fluency, grammatical accuracy, vocabulary use, and socio linguistics appropriateness. The justification of these five factors lies in the theoretical construct that claims those factors to be major components of oral proficiency. But if he conducts a test that evaluated only pronunciation and grammar, he could be justifiably suspicious about the construct validity of that test.
    - - refers to the consequences of using a particular test for a particular purpose.
      - A good test must give positive consequence for the students.
    - - is students view the assessment as fair, relevant, and useful for improving learning.