When different examiners score identical answers differently, scoring is influenced by personal judgment, so objectivity is compromised.
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Rejecting a test for excessive time, equipment and cost questions its usability (practicality).
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A higher difficulty percentage means more students answered correctly, so the 65% item is easier than the 25% item.
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Items with difficulty between 30% and 70% are generally considered desirable, neither too easy nor too hard.
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A difficulty value of 85% means most students answered correctly, so the item is easy, not very difficult.
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D = (NH − NL) / n = (18 − 8) / 20 = 10/20 = 0.50.
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A discrimination index of 0.20 is below the commonly accepted range, so the item discriminates inadequately.
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54 of 60 is 90% correct; a high difficulty percentage means most students answered correctly, so the item is relatively easy.
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Agreement between independent scorers is inter-rater reliability.
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Comparing performance on two equivalent versions of a test is parallel-forms (equivalent-forms) reliability.
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Checking consistency between two halves of one test is split-half reliability.
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Consistency alone does not guarantee validity: a test can consistently measure the wrong construct, so it is reliable but may lack validity.
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Measuring an unintended construct consistently is reliable but not valid, which separates the two concepts.
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Difficulty percentage = (correct responses / total students) × 100 = 18/60 × 100 = 30%.
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Content validity concerns whether a test adequately covers the whole content domain; drawing from one chapter undermines it.
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Face validity is the surface impression that a test appears to measure what it should.
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Criterion validity examines how well test scores correspond with an external outcome measure.
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Showing that a test comprehensively represents the intended curriculum is evidence of content validity, which is stronger than mere appearance.
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Consistent scores from the same learners across two occasions show test-retest reliability.
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Aptitude tests are designed to predict future performance.
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Projective techniques use ambiguous stimuli to reveal personality traits not easily expressed directly.
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Intelligence tests estimate general cognitive functioning rather than mastery of a taught curriculum.
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If an item meant to measure critical thinking only rewards vocabulary recognition, it does not measure the intended construct, so construct validity is lacking.
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A test developed by specialists and given under established procedures is a standardized test.
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The basic difference is who develops the test: classroom teachers for teacher-made tests, specialists for standardized tests.
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