Field Study

EPISODE 3

ON CONTENT VALIDITY OF TEST

Name of the FS Student __________________________________________________________________ Course ______________________________________ Year & Section ______________________

Resource Teacher 1 __________________________ Signature ________________ Date _________ Resource Teacher 2 __________________________ Signature ________________ Date _________ Resource Teacher 3 __________________________ Signature ________________ Date _________ Cooperating School _______________________________________________________________________

While I observe three different classes, I will be able to identify applications of the principles of assessment.

Field Study 5, Episode 1 Guiding Principles in the Assessment of Learning Focus on: Application of the principles of assessment Tasks Observation/ Documentation: Exemplary 4 All tasks were done with outstanding quality, work exceeds expectations 4 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories Superior 3 All or nearly all tasks were done with high quality Satisfactory 2 Nearly all tasks were done with acceptable quality Unsatisfactory 1 Fewer than half of tasks were done, or most objectives met but with poor quality. 1 Analysis questions were not answered. Grammar and spelling unsatisfactory.

3 Analysis questions were answered completely Clear connection with theories Grammar

2 Analysis question were not answered completely. Vaguely related to the theories. Grammar and spelling.

Task

Exemplary 4 Exemplary grammar and spelling. 4

Superior 3 Spellings are superior. 3 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 On the deadline 2

Satisfactory 2 Acceptable. 2 Reflection statements are shallow; supported by experiences from the episode. 2

Unsatisfactory 1

1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1

My Reflection

Reflection statements are profound and clear, supported by experiences from the episode. 4

Submission

Before deadline 1

A day after the deadline 3

Two days or more after the deadline 4

Sub Totals

Over all Score

Rating (Based on Transmutation)

_________________________________________
Signature of FS Teacher Above Printed Name

____________________
Date

Transmutation of Score to Grade/Rating SCORE GRADE 20 1.0 - 99 18-19 1.25 - 96 17 1.5 - 93 16 1.75 - 90 15 2.00 - 87 14 2.25 - 84 SCORE GRADE 12 - 2.50 - 81 11 - 2.75 - 78 10 3.00 - 75 8-9 - 3.5 - 72 and 7-below - 5.00 - below

I will go through the following steps:

1. I will review Development of Assessment Tools in Assessment of Learning 1, 2007 by Santos Rosita, pp.36-53 and Assessment of Learning 2, pp.14-22 and refer to other references on Assessment of Learning.

2. Interview my Resource Teachers on steps they take to ensure content validity of their test. 3. Secure copies of a written quiz/test and a lesson plan from my Resource Teacher upon which the quiz/test is based and a copy of a Table of Specifications.

4. Answer given questions for analysis. 5. Reflect on my observations.

A. Interview 1. I will ask my Resource Teacher this question: What do you do what does your school to ensure the content validity of your periodic tests?
Summary of Information Gathered from the Interview: Ito ay isinasagawa at nakikita kpag nasuri at naiwasto na ang pagsusulit at napatunayan na marami na ang nakapasa - Maam Rhea

B. Documentary Analysis (Lesson Plan with accompanying quiz/test) My documentary analysis will be guided by this question: Does the quiz/test measure what it is supported to measure?
Yes, because it corresponds on what is the objective of the lesson (Dalaginding) and it also suits to know if the students really understand the message of the topic that is related with the experiences that they encounter in their present lives.

1. What as a Table of Specification (TOS) to do with the content validity of test?

Constructing fair tests that give teachers accurate information about students learning is an important skill for teachers. The table of specification is often useful to organize the planning process of designing a test allows the teacher to predetermine the content of the test. Using TOS to organize a teacher made test helps alleviate content validity problems because it helps the teachers create good balance in several areas.

2. I f validity as a characteristics 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.
Yes, the teacher can establish that the learner is already competent of doing the hands on of microscope through assessing her/his cognitive result with the use of assessment tool like multiple choice test question.

3. Do we have other types of validity of a test other than content validity? Research for an answer.
Construct validity
Construct validity occurs when the theoretical constructs of cause and effect accurately represent the real-world situations they are intended to model. This is related to how well the experiment is operational zed. A good experiment turns the theory (constructs) into actual things you can measure. Sometimes just finding out more about the construct (which itself must be valid) can be helpful. Construct validity is thus an assessment of the quality of an instrument or experimental design. It says 'Does it measure the construct it is supposed to measure'. If you do not have construct validity, you will likely draw incorrect conclusions from the experiment (garbage in, garbage out).

Convergent validity
Convergent validity occurs where measures of constructs that are expected to correlate do so. This is similar to concurrent validity (which looks for correlation with other tests).

Discriminant validity
Discriminant validity occurs where constructs that are expected not to relate do not, such that it is possible to discriminate between these constructs. Convergence and discrimination are often demonstrated by correlation of the measures used within constructs. Convergent validity and Discriminant validity together demonstrate construct validity.

Nomological network
Defined by Cronbach and Meehl, this is the set of relationships between constructs and between consequent measures. The relationships between constructs should be reflected in the relationships between measures or observations.

Multitrait-Multimethod Matrix (MTMM)

Defined by Campbell and Fiske, this demonstrates construct validity by using multiple methods (eg. survey, observation, test) to measure the same set of 'traits' and showing correlations in a matrix, where blocks and diagonals have special meaning.

Internal validity
Internal validity occurs when it can be concluded that there is a causal relationship between the variables being studied. A danger is that changes might be caused by other factors. It is related to the design of the experiment, such as in the use of random assignment of treatments.

Conclusion validity
Conclusion validity occurs when you can conclude that there is a relationship of some kind between the two variables being examined. This may be positive or negative correlation.

External validity
External validity occurs when the causal relationship discovered can be generalized to other people, times and contexts. Correct sampling will allow generalization and hence give external validity.

Criterion-related validity
This examines the ability of the measure to predict a variable that is designated as a criterion. A criterion may well be an externally-defined 'gold standard'. Achieving this level of validity thus makes results more credible. Criterion-related validity is related to external validity.

Predictive validity
This measures the extent to which a future level of a variable can be predicted from a current measurement. This includes correlation with measurements made with different instruments. For example, a political poll intends to measure future voting intent. College entry tests should have a high predictive validity with regard to final exam results.

Concurrent validity
These measures the relationship between measures made with existing tests. The existing tests is thus the criterion. For example a measure of creativity should correlate with existing measures of creativity.

Face validity
Face validity occurs where something appears to be valid. This of course depends very much on the judgment of the observer. In any case, it is never sufficient and requires more solid validity to enable acceptable conclusions to be drawn. Measures often start out with face validity as the researcher selects those which seem likely prove the point

Write down what you learned on what to do ensure validity of tests. Did you ever experience taking a test which was very difficult because the items were not all covered in class? How did it affect you? How will you prevent your future pupils / students from experiencing the same?
I learned that validity of a test is very important for students side because this will be their record if they really understand and if they learn something about that lesson. Yes, I encounter taking a test which was very difficult because the items were not all covered in class, in that case I got a low grade that really affect my studies most especially my excelling grade that contributes in academic field. As a future teacher, I will 100 % ensure validity of my test not because it is my job and duty but because I want my students to learn a lot from me. To remain my identity as a teacher who teaches simplification and incorporates valid transfer of learnings..

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

2. Copy one lesson objective from my Resource Teacher (or use same lesson objective that I used in the My Tools portion, letter B Documentary Analysis of this Episode). I will develop an appropriate and valid quiz/test to measure attainment of that lesson objective.
Lesson Objective: Hinahangad na ang mga mag-aaaral bilang kabataan ay matutunang

pahalagahan ang sarili hinggil sa pagkilala at edukasyon nang ang kaisipang ito a makatulong sa kanilag kinabukasan at kapa-kapakinabang na buhay baling araw
Test/Quiz

Pagsasalaysay ng kuwento ng Batang Pag-Ibig gamit ang Pang uri. (Komposisyon/Sulating Impormal at Pormal.

3. Following the new version of Blooms Taxonomy of Objectives, formulate a lesson objective for each level and a corresponding valid test item. (Dont worry if in writing the sample question, you go beyond the triangle.)

CREATING

Nakagagawa ng isang simbolo na maibabatay tema ng aralin na pinamagatang Dalaginding. EVALUATING Nakagagawa ng isang sanaysay ukol sa karanasan sa Batang Pag-ibig na maipapakita ang tema ng aralin maging ang aral na mapupulot dito.

ANALYSIS Nasusuri ang isang pangungusap kung ito ba ay nag-lalaman ng mga pantukoy na kasama sa bahagi ng pananalita.

APPLYING Nakapaglalahad ng maikling dula dulaan ukol sa temang Ang una kong Pagibig na maipapakita ang negatibo at positibong epekto nito na nakapaloob sa aral na mapupulot sa kuwento at maisasabuhay ito sa pangaraw araw na gawain. UNDERSTANDING Naiintindihan ang kahalagahan ng pangaral ng isang magulang at ang dulot ng edukasyon sa isang batang mag- aaral. REMEMBERING Naitatatak sa mga mag aaral ang paggamit ng pantukoy sa paggawa ng isang pangungusap maging ang mensahe ng binasang akda .