Qualities of A Good Reading and Text Comprehension Test

QUALITIES OF A GOOD READING AND TEXT
COMPREHENSION TEST
Presented by: Myca M. Hernandez

Learning targerts:
At the end of this lesson, students are expected to:
01 02 03
identify measures
explain the differentiate the to ensure the
interrelationship of purposes and qualities quality of a good
test, measurement, of a good reading and reading and text
and evaluation; text comprehension comprehension test
test; and
Introduction
In designing a reading and text comprehension test, the reading
teacher needs to have a thorough understanding of the teaching act.
There must be a congruency and consistency of the reading
assessment tasks. In terms of assessment, the reading teacher must
understand the qualities of a good assessment tool or test so that
he/she could prepare a well-thought-out instrument.
To undertake an effective assessment of reading and text

comprehension skills, the distinguishing features of test,
measurement, evaluation, and assessment must be clearly
understood.
Distinguishing features
TEST EVALUATION MEASUREMENT ASSESSMENT

an instrument containing process of interpreting determines the number of
a systematic process
items or tasks intended to the information items correctly answered
measure the achievement that use written tests,
collected useful in by each learner(score), as
of learners as they learn to how much the learner actual performance,
making decisions about
reading. has understood the observations, and
learners performance.
reading selection. other measures.
PURPOSES OF READING AND
COMPREHENSION TESTS
Like other language tests, testing reading and text comprehension skills have many
purposes (Harris, 1969; Hakuta & Beatty, 2000) The purpose of the test identifies its
specific type. Among them are:
PURPOSE TYPE OF TEST

to measure the extent of
the learners’ achievement
of the instructional Summative Test
objectives. It indicates how
successful they are in
meeting the criterion of
acceptable performance.

to diagnose the learners’ Diagnostic Test
strengths and weaknesses.
to monitor learners’ Formative Test

progress in learning.

to measure aptitude for Aptitude Test
learning.
to evaluate the
effectiveness of teaching.

to classify or place Placement Test
learners in appropriate
reading classes.
to determine readiness for

instructional processes.
QUALITIES OF A GOOD TEST
To ascertain that test results are of educational value to
the reading teachers, they must possess certain qualities.
Test experts (Bachman, 1990; Bachman & Palmer, 1996;

Fulcher & Davidson, 2006) cite the major principles or
characteristics of good tests, namely:
1. Validity
the ability of the test to measure what it intends to
assess.
To ensure validity it must have:
2. Content validity- test items are based on the objectives

and content of the lessons’.
3. Concurrent validity- the ability to correlate significantly
test scores of the learners to their scores in another
test which was taken within the same period.
4. Predictive validity- when the test scores provide a strong
correlation with the scores of the learners in future
testing in the same reading subject.
2. RELIABILITY- the ability of the test to provide consistent or
stable information.
METHODS TO ESTABLISH RELIABILITY

• TEST-RETEST- IF A READING TEST IS RETESTED TO THE
SAME GROUP OF LEARNERS AND THE CORRELATION
YIELDS A SIGNIFICANT COEFFICIENT.
• Parallel- form of equivalent-form technique- If an equivalent
form of a reading test (that is, Form A and Form B) is used
to the same group of learners, and the two sets of scores
significantly correlated.
• Internal consistency technique- the Kuder-Richardson Formula 20 is used to
determine how well the test measures what it intends to measure.
• Split-Half- when the test scores are divided into odd-numbered item
scores and even numbered item scores, then the two set of scores
are tested for correlation index.
3. PRACTICALITY- the case of constructing the test, as well as the ease

of administering and scoring it.
QUIZ
ENUMERATION
Enumerate the following.

1-3. Major principles or characteristics of
good test.
4-5. Give atleast 2 methods to establish
reliability.
IDENTIFICATION
IDENTIFY THE FOLLOWING.
1.To measure the extent of the learners’ achievement of
the instructional objectives.
2.To monitor learners’ progress in learning.
3.It is retested to the same group of learners and the
correlation yields a significant coefficient.
4. Test items are based on the objectives and content of
the lessons’.
5. The ability to correlate significantly test scores of the
learners to their scores in another test which was taken
within the same period.
Answer key:
Enumeration
1-3. Validity
Practicality
Reliability
4-5. Test-retest
Parallel- form of equivalent-form technique
Internal consistency technique
Split-Half
Answer key:
Identification
1.Summative Assessment
2.Formative Assessment
3.Test-retest
4.Content validity
5.Concurrent validity
Thank you for listening!

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QUALITIES OF A GOOD READING AND TEXT

Presented by: Myca M. Hernandez

To undertake an effective assessment of reading and text

TEST EVALUATION MEASUREMENT ASSESSMENT

PURPOSE TYPE OF TEST

PURPOSE TYPE OF TEST

to monitor learners’ Formative Test

PURPOSE TYPE OF TEST

PURPOSE TYPE OF TEST

to determine readiness for

Test experts (Bachman, 1990; Bachman & Palmer, 1996;

To ensure validity it must have:

2. Content validity- test items are based on the objectives

METHODS TO ESTABLISH RELIABILITY

3. PRACTICALITY- the case of constructing the test, as well as the ease

Enumerate the following.

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