The relationship among face validity, reliability and predictive validity of university EFL preparatory school achievement tests

This study examined the relationship between face validity and relatively more objective measures of tests, such as reliability and predictive validity. The study also examined the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School. The instruments employed in this study were two questionnaires and C- (beginner) level students’ test scores. First, instructors and students were given questionnaires to define the degree of face validity and reliability of the achievement tests. Second, the correlations between students’ first term averages, second term averages, cumulative averages and the end-of-course assessment scores were examined to find the degree of predictive validity. Analysis of data revealed that face validity does not contradict with more objective measures of tests, such as reliability and predictive validity. However, face validity and reliability analyses revealed some important weaknesses in the local testing system. These weaknesses would not have been revealed if the researcher had looked at only face validity, or only reliability, or only predictive validity of the tests. Therefore, it is very important to look at tests from multiple perspectives, and get information from a variety of sources. Additionally, it has been found that the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School are high in spite of the weaknesses that were revealed in the analysis.