Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

Abstract

Abstract. The aim of the study is to develop an achievement test that can be used to measure the achievement status of elementary school 4th grader students in terms of their fractions learning in mathematics courses. Examining the literature, it is visible that there are 8 development stages of the achievement test.. ITEMAN 3.5 package software was employed to analyze the validity and reliability of the test. Statistical analysis of the test reveals that KR-20 Internal Consistency and KR-21 Internal Consistency are 0.90. This value indicates that the consistency of the test is high. The average discrimination of the test is 0.80, which indicates that the test is highly distinctive among students. The average strength of the test has been calculated as 0.67. Therefore, it has been determined that the test should be both easy and distinctive when it comes to measuring the effectiveness of the teaching method. The result of the analysis suggest that when consistency and distinctiveness values are considered, the developed test is not only easy to use but also highly distinctive. Finally, it has been discovered that the academic achievement test for fraction teaching is valid and reliable.

Contextualized game-based intervention for digital literacy for the Pacific Islands

“…The results are shown in Table 7. A correlation value > 0.3 means that the digital literacy intervention is valid (Adeleke & Joshua, 2015;Brien et al, 2019;Incebacak & Ersoy, 2017). As per the results in Table 6, the correlation values are greater than 0.3 and for yielded p-value was less than 0.05.…”

“…The KR-20 value greater than 0.7 and closer to 1 means the developed tool is reliable (Brien et al, 2019). The validity of an intervention or instrument determines the accuracy for the measurement, comprehensiveness of the tool in terms of language, technical defects, and whether it is suitable for students' development characteristics (Incebacak & Ersoy, 2017). Tests are often validated by correlating test scores against some outside criteria, which may be scored on tests of accepted validity, successful performance or behaviour, or the expert judgment of recognized authorities (Adeleke & Joshua, 2015).…”

“…Tests are often validated by correlating test scores against some outside criteria, which may be scored on tests of accepted validity, successful performance or behaviour, or the expert judgment of recognized authorities (Adeleke & Joshua, 2015). One such correlation is the spearman's correlation test in SPSS (Incebacak & Ersoy, 2017). According to Brien, et al (2019), a correlation value greater than 0.3 means the intervention is valid.…”

“…Spearman's Correlation test -to test the validity of the scale. Any value > 0.3 is acceptable (Brien et al, 2019;Incebacak & Ersoy, 2017). v. Cohen's d test -to calculate the effect size.…”

“…The construct validity evaluates the measuring ability of tool, that is, if it measures what it is supposed to measure. Construct validity is usually measured using the spearman's correlation test in SPSS (Incebacak & Ersoy, 2017). To measure the effectiveness of DLIP, the effect size was evaluated.…”