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| F. Construct Validity | Construct validity is a psychological trait, the examples of which can be as follows:
- intelligence;
- self- esteem;
- creativity.
One approach is to demonstrate that the items within a measure are inter-related and therefore measure a single construct. There is another way.
Inter-item correlation and factor analysis can be used to demonstrate relationships among the items.
Questions to ask are:
1. Is the conceptual framework for each tested construct clear and well founded? What is the basis for concluding that the construct is related to the purposes of the test?
2. Does the framework provide a basis for testable hypotheses concerning the construct? Are these hypotheses supported by empirical data?
G. Test administration:
Test administrators need detailed and clear instructions in order to replicate conditions used to establish validity and obtain normative data.
All test administration criteria, such as test takers instructions, time limits, use of reference materials, use of calculators, lighting, equipment, assigning seats, monitoring, room requirements, testing sequence, and time of day, should be fully represented.
Questions to ask are:
1. Will the test administrators understand what is expected from them in full measure?
2. Do the test administration procedures reflect the validations and norm conditions? Are these procedures standardized?
H. Test reporting
The test results should help teachers and students reach the goals and answer the questions that were put before testing. Help should be available for interpreting and using the test results.
Questions to ask are:
1. In what way the test takers can check the test results? Do that respond to the use of the test? Is the test proper use obeyed?
2. By what means the test results interpreting can be aided?
I. Test and item bias
The test results are not influenced by race, sex, ethnic origin or language factors.
It is advisable for the test inventors to consider the above mentioned test takers demographic and geographic peculiarities while creating the test.
These measures may include involving the independent volunteers in order to test the invented tests aiming to eliminate all the drawbacks and miscalculations.
Tests should yield the same scores and predict the same likelihood of success for individual test-taker of the same ability, regardless of group membership.
Questions to ask are:
1. Were the additional information, advice and reviews used during test validation and development? Is the possible bias effect diminished? How were these reviews conducted?
2. Were the items analyzed statistically for possible bias?
What method or methods were used? How were items selected for inclusion in the final version of the test?
3. Was the test analyzed and checked in the accordance with different test takers group’s peculiarities? How was this analysis conducted? Does the test predict the same likelihood of success for individuals of the same ability, regardless of group membership?
4. Was the test analyzed to determine the English language proficiency required of test-takers? Is the English proficiency requirement excessive? Is it possible or advisable to conduct the test from non-English speaking countries?
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