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Psych 421 > Ch 6 Validity > Flashcards

Ch 6 Validity Flashcards

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1
Q

Validity

A
  • Extent to which a test measures what it claims to measure in a specific context
  • Are the inferences appropriate?
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2
Q

Tests are not universally valid but can still measure…

A
  • particular purpose
  • particular population of people
  • particular time
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3
Q

Validity is only valid in…

A

particular circumstances

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4
Q

Validation

A

Gathering and evaluating validity evidence

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5
Q

Whose responsibility to check for validity?

A
  • Test developers
  • Test users
  • Local validation studies (Necessary when test is altered in some way). (Also necessary when used on a different population)
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6
Q

Face Validity (FV)

A

How valid a test looks to those involved

  • Judgement concerning item relevance

Judgment comes from test taker and not test user

  • Lack of FV may lead to lack of confidence in the test’s effectiveness
  • FV is not correlated to psychometric soundness
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7
Q

Content

A

The actual items that make up the test (specific questions)

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8
Q

Content Validity

A
  • How adequately a test samples behavior it is designed to sample
  • Like FV except you are attempting to cover every possible aspect of what you are trying to measure
  • Content validity heavily stresses comprehensiveness

Ex: Does a comprehensive final cover topics presented during a course?

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9
Q

Content Validity

A
  • Expert opinion
  • Test develper creates many potential items
  • Experts rate each items

– essential
– useful, but not neccessary
– not necessary

  • Remaining items are ranked and ordered
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10
Q

Content Validity Ratio

A
  • Percentage of items judges agree are essential
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11
Q

Relativity of content validity

A
  • A measure that is content valid in one culture may not have content validity in another culture

Ex: A measure of content validity for depression in Western culture should be different from a measure of content validity for depression in Eastern cultures

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12
Q

Criterion

A

Standard against which a test or score is evaluated

Ex: Mental disorder diagnosis of depression, anxiety, etc.

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13
Q

Criterion - Related Validity

A
  • How adequately a score can be used to infer an individual’s standing on some criterion
  • Measured with validity coefficient

– Correlation between test score and score on criterion measure

Ex: Correlation between depression score and DSM-5 depression diagnosis

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14
Q

Criterion - Related Validity Two Types [Placeholder]

A

.

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15
Q

Concurrent

A

Test scores & criterion measure at same time

ex:
- New diagnostic tool * Existing Diagnosis

  • Test A * Test B
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16
Q

Predictive

A
  • Test scores, then criterion measure taken in future
  • Ex: Act score to predict freshman GPA (ACT was taken in the past, GPA is the criterion)
  • A test with high predictive validity useful
17
Q

Incremental Validity (A type of predictive validity)

A
  • Degree to which an additional predictor explains something else about the criterion

Ex: High School GPA added to the above example

18
Q

Criterion Characteristics [placeholder]

A

.

19
Q

Uncontaminated [skip]

A

.

20
Q

Criterion Contamination

A
  • The criterion is based on the predictor (I.e., the criterion is on the test)
  • Ex: Develop a depression measure based on BDI (Beck Depression Inventory) and then test it on patient diagnoses that were based on BDI
  • Relevant
  • Valid (ratings/tests used as criteria must be valid)
21
Q

Standard Error of Estimate (SEE)

A
  • Margin of error expected in the predicted criterion score
  • Related to the correlation between the test score and criterion
22
Q

Standard Error of Measurement (SEM)

A

For reliability

23
Q

Standard Error of Estimate (SEE)

A

For Validity

  • When the measure tries to predict the criterion
24
Q

Construct

A

informed, scientific idea hypothesized to describe or explain behavior

Ex: intelligence, leadership

25
Q

Construct Validity

A
  • Appropriateness of inferences drawn from test scores regarding standing on a construct
  • Referred to as “Umbrella Validity”
26
Q

Evidence of Construct Validity

A
  • Evidence of homogeneity - How uniform a test is in measuring a single concept
  • Evidence of changes with age - Some constructs are expected to change over time (Reading rate) (vs. Marital satisfaction)
  • Evidence of pretest/posttest changes - test scores change as a result of some experience between a pretest and a posttest (therapy)
  • Evidence from distinct groups - Scores on a test vary in a predictable way as a function of membership in some group (scores on the psychopathy checklist for prisoners vs. civilians)
27
Q

To test for construct validity, look to the theory

A
  • No one way to test, solely based on your construct and the theory behind your construct
  • Does it theorize that your construct is a single construct?
  • Does it theorize it should look differently between people who have been treated and not treated?
  • Does it theorize it should change over time?
28
Q

Other Forms of Evidence

A

Your test scores should correlate with other “tried and true” tests of the same thing

29
Q

Convergent Validity

A

A test that correlates highly with other tests of the same construct

30
Q

Should your tests correlate with scores of other non-related variables?

A

No

31
Q

Discriminant (Divergent) Validity

A

A test does not correlate with other tests of different constructs

32
Q

Factor

A

Characteristics, dimensions, or attributes that people differ on

33
Q

Factor Analysis

A
  • A family of methods that classifies several items into groups of related factors or latent variables
  • Done by finding similarities among the items
  • Most often used in survey research to see if a long series of questions can be grouped into smaller sets of questions
34
Q

Two types of Factor Analysis [placeholder]

A

.

35
Q

Exploratory

A

You do not have a hypothetical model and let data guide the factors

36
Q

Confirmatory

A

You have a hypothetical model and test that

37
Q

Reliability - Validity Relationship

A

Without strong reliability a test cannot be valid; however, a test can be reliable without strong validity

  • Attenuation is the weakening of validity due to poor reliability

Psych 421 (15 decks)

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