1. Republic of the Philippines MINDANAO STATE UNIVERSITY COLLEGE OF EDUCATION Fatima, General Santos City Module 5: Qualities of A Good Test Lesson 3: Learning Objectives Presented To: Dr. Ava Claire Marie O. Robles Presented By: Ella Jane E. Tagala Loisa Mae Paje Class Schedule: MTH 10:30 – 12:00

2. Define Objectivity of the test Define and Differentiate the Different Levels of Measurement

3. -Represents the agreement of two or more raters or test administrators concerning the score of a student. If the two raters who assess the same student on the same text can’t agree on score, the test lacks objectivity and the score of neither judge is valid, thus lack of objectivity reduces test validity in the same way that lack reliability influence validity( LET Reviewer 2010 ed., B. Conception, et.al.) - is the degree to which personal bias is eliminated in the scoring of the answers( Reviewer for the Licensure Examination for Teachers( LET) 2011 ed.)

4. Nominal Ordinal Interval Ratio

5. Nominal Measurement Nominal scales are the least sophisticated; they merely classify objects or events by assigning numbers to them. They are measurement the numerical values just "name" the attribute uniquely. No ordering of the cases is implied. These numbers are arbitrary and imply no quantification, but the categories must be mutually exclusive and exhaustive. Example:  One could nominally designate baseball positions by assigning the pitcher the numeral 1; the catcher 2; the first baseman 3; the second baseman 4; and so on. These assignments are arbitrary ; no arithmetic of these are meaningful.  Jersey numbers in basketball are measures at the nominal level. A player with number 30 is not more of anything than a player with number 15, and is certainly not twice whatever number 15 is.

6. Ordinal Measurement Ordinal scales classify, but they also assign rank order. Here, distances between attributes do not have any meaning. There is a rough quantitative sense to their measurement, but the differences between scores are not necessarily equal. They are thus in order, but not fixed. Example:  Students scores could be ordered from the first, second, third and so forth to the lowest scores.  On a survey you might code Educational Attainment as 0=less than H.S.; 1=some H.S.; 2=H.S. degree; 3=some college; 4=college degree; 5=post college. In this measure, higher numbers mean more education. But is distance from 0 to 1 same as 3 to 4? Of course not.

7. Interval Measurement In order to be able to add and subtract scores, we use interval scores, sometimes called equal interval or equal unit measurement. This measurement scale contains the nominal and ordinal properties and is also characterized by equal units between score points. Example:  Temperature (in Fahrenheit), the distance from 30-40 is same as distance from 70-80  Money  People  Education (in years)

8. Ratio Measurement is the most sophisticated type of measurement. The zero point is not arbitrary; a score of zero includes the absence of what is being measured. This means that you can construct a meaningful fraction (or ratio) with a ratio variable Example:  Weight  Height

9. S u m m a r y Objectivity, as one of the qualities of a good test, represents the agreement of two or more raters or test administrators concerning the score of a student. Students scores can be determined by using the four Levels of Measurement namely the nominal, ordinal, interval and ratio. Nominal is the least sophisticated and just merely classify by assigning numbers. Ordinal just like Nominal, classifies and also assign rank order. Differences between attributes are not equal and meaningless. Interval contains the nominal and ordinal properties and is also characterized by equal units between score points. Ratio is the relation between two similar magnitudes with respect to the number of times the first contains the second and it aims to have a ratio comparison between two object.

11. References  B. Conception, et. al( 2010).Licensure Examination for Teachers LET Reviewer 2010 ed.  Atty. Cecilio D. Duka(2011).Reviewer for the Licensure Examination for Teachers( LET) 2011 ed.  http://www.socialresearchmethods.net/kb/measlevl.php http://www.socialresearchmethods.net/kb/measlevl.php  http://www.polsci.wvu.edu/duval/ps601/Notes/Levels_of_Me asure.html http://www.polsci.wvu.edu/duval/ps601/Notes/Levels_of_Me asure.html  http://infinity.cos.edu/faculty/woodbury/stats/tutorial/ Data Levels.html  http://www.med.ottawa.ca/sim/data/Measurement.html

12. Thank You and GOD BLESS