THE LINK OF CONTENT VALIDITY AND FINAL EXAMINATION ON SECONDARY STUDENTS LEVEL IN INDONESIA

Mapping Intimacies ◽

10.31219/osf.io/5kw49 ◽

2021 ◽

Author(s):

Lucas Fernando

Keyword(s):

Secondary Students ◽

Content Validity ◽

Final Examination ◽

Game Plan

The substance genuineness is one of kinds of legitimacy that researches rightness of substance. Content legitimacy is regularly coordinated by subject specialists who judge how much a test evaluates fitting substance. Three sorts of support which is colossal in instructing and learning measure, to be unequivocal substance legitimacy, face realness, and manufacture validness. From the three sorts of validness, content legitimacy has the tremendous parts in deciphering the test as the device of examination, with the target that the educator can quantify understudies' capacity viably. Content legitimacy is manage the substance of test thing that endeavored is reflected of the informative game plan or not, content genuineness requires te assessment of each test thing for its significance to the ordinary structure. While Final Examination is one of tests guided in school and given to the understudies for passing appraisal to next level. Assessments anticipate a focal part in the illuminating design, examination is a test to quantify the information on an individual or understudy. Tests are additionally made as an assessment gadget to check how much information and limits obtained.

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HOW IMPORTAN IS THE CONTENT VALIDITY ON ENGLISH FINAL EXAMINATION

10.31219/osf.io/wyqmd ◽

2021 ◽

Author(s):

Lucas Fernando

Keyword(s):

Content Validity ◽

Final Examination ◽

Educational Plan ◽

Specific Substance

The substance legitimacy is one of kinds of legitimacy that analyzes rightness of substance. Content legitimacy is regularly dictated by subject specialists who judge the degree to which a test evaluates fitting substance. Three sorts of approval which is significant in educating and learning measure, to be specific substance legitimacy, face legitimacy, and build legitimacy. From the three sorts of legitimacy, content legitimacy has the significant parts in deciphering the test as the device of assessment, with the goal that the educator can quantify understudies' capacity successfully. Content legitimacy is manage the substance of test thing that tried is reflected of the educational plan or not, content legitimacy requires te assessment of each test thing for its significance to the expected build. While Final Examination is one of tests directed in school and given to the understudies for passing evaluation to next level. Assessments assume a focal part in the instructive framework, assessment is a test to quantify the information on an individual or understudy. Tests are additionally made as an assessment apparatus to gauge how much information and abilities gained.

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THE ROLE OF CONTENT VALIDITY ON STUDENTS’ FINAL EXAMINATION

10.31219/osf.io/a72yx ◽

2021 ◽

Author(s):

Lucas Fernando

Keyword(s):

Normal Form ◽

Content Validity ◽

Teaching And Learning ◽

Final Examination

The substance authenticity is one of sorts of authenticity that investigates rightness of substance. Content authenticity is routinely directed by subject experts who judge how much a test assesses fitting substance. Three kinds of endorsement which is huge in teaching and learning measure, to be explicit substance authenticity, face authenticity, and fabricate authenticity. From the three kinds of authenticity, content authenticity has the huge parts in interpreting the test as the gadget of appraisal, with the objective that the instructor can measure understudies' ability effectively. Content authenticity is deal with the substance of test thing that attempted is reflected of the instructive arrangement or not, content authenticity requires te evaluation of each test thing for its importance to the normal form. While Final Examination is one of tests guided in school and given to the understudies for passing assessment to next level. Evaluations expect a central part in the enlightening structure, appraisal is a test to measure the data on an individual or understudy. Tests are also made as an evaluation device to check how much data and capacities acquired.

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An analysis of English national final examination for junior high school in terms of validity and reliability

Journal on English as a Foreign Language ◽

10.23971/jefl.v6i1.427 ◽

2016 ◽

Vol 6 (1) ◽

pp. 31 ◽

Cited By ~ 1

Author(s):

Aris Sugianto

Keyword(s):

High School ◽

Construct Validity ◽

Junior High School ◽

Content Validity ◽

Junior High ◽

Final Examination ◽

Validity And Reliability ◽

Good Test ◽

Descriptive Method

The purpose of this study is to analyze the English National Final Examination for Junior High School. Validity and reliability are the two kinds of characteristics of a good test which are concerned. Since the five packages of the test are the same in content and only different on the placement of the items, so it is considered to take only one package becomes sample. This study was analyzed by using the descriptive method. Content validity was analyzed by comparing the materials in the syllabus to the items of the test, and construct validity was analyzed by comparing the indicators in the syllabus to the items of the test. While the reliability was analyzed by using Kuder-Richardson Formula (KR20). The result of the study shows that the English National Final Examination for Junior High School was valid and reliable. The content validity shows 100% valid, and the construct validity shows 100% valid. While the reliability shows coefficient 0.89, and it is reliable. So, the English National Final Examination for Junior High School has fulfilled the characteristics of a good test.

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Further Validity of the Japanese Version of the Ten Item Personality Inventory (TIPI-J)

Journal of Individual Differences ◽

10.1027/1614-0001/a000145 ◽

2014 ◽

Vol 35 (4) ◽

pp. 236-244 ◽

Cited By ~ 16

Author(s):

Atsushi Oshio ◽

Shingo Abe ◽

Pino Cutrone ◽

Samuel D. Gosling

Keyword(s):

Big Five ◽

Content Validity ◽

Structural Equation ◽

English Language ◽

Full Range ◽

Reliability And Validity ◽

Japanese Version ◽

Personality Inventory ◽

Equation Modeling ◽

Big Five Personality

The Ten Item Personality Inventory (TIPI; Gosling, Rentfrow, & Swann, 2003 ) is a widely used very brief measure of the Big Five personality dimensions. Oshio, Abe, and Cutrone (2012) have developed a Japanese version of the TIPI (TIPI-J), which demonstrated acceptable levels of reliability and validity. Until now, all studies examining the validity of the TIPI-J have been conducted in the Japanese language; this reliance on a single language raises concerns about the instrument’s content validity because the instrument could demonstrate reliability (e.g., retest) and some forms of validity (e.g., convergent) but still not capture the full range of the dimensions as originally conceptualized in English. Therefore, to test the content validity of the Japanese TIPI with respect to the original Big Five formulation, we examine the convergence between scores on the TIPI-J and scores on the English-language Big Five Inventory (i.e., the BFI-E), an instrument specifically designed to optimize Big Five content coverage. Two-hundred and twenty-eight Japanese undergraduate students, who were all learning English, completed the two instruments. The results of correlation analyses and structural equation modeling demonstrate the theorized congruence between the TIPI-J and the BFI-E, supporting the content validity of the TIPI-J.

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