It is said that a test has Validity when the content represents a sample of the language skills, structure, etc. It is important to have in mind that there are two kinds of validation, which are: concurrent validity and predictive validity. The first takes time when the test and the criterion are administered at the same time. and the second one is concerned with the degree to which a test can predict candidates future performance.
It is important to mention that content validation confirm that the sub-skills are well represented in the test. There are two methods used to gather information that demonstrates the evidence of the construct validity, and those are: the think aloud, in which test takers voice their thoughts as they respond. And the retrospective method in which test takers try to recollect what their thinking was as they responded. A valid test provide consistently accurate measurements.
Reliability:
The term reliability on a test refers to the different results we get while applying the test, since we know that the scores could differed if we apply the test in different circumstances. The reliability coefficient allows to compare the reliability of the test. However, it does not provide directly information of how close the candidate score is to what the candidate has scored in other occasions. It is important to take into consideration that to make a test reliable, we must consider the performance of candidates from ovation to ovation, and the reliability of the scoring.
Backwash:
The term backwash refers to the effect that tests have on learning and teaching, meaning that both are linked. It is necessary either for students and teachers to understand the tests demands in order for the effect to be fully realized. It is important to have informed, prepared teachers to avoid chaos and dissatisfaction, because tests are meant to help change teaching, and they need support to help effect the change.
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