Validity Flashcards
is a judgment or estimate of how well a test measures what it purports to measure in a particular context
VALIDITY
The three approaches to assessing the validity of a test also called as the trinitarian view of validity:
▪Content Validity
▪Criterion-related Validity
▪Construct Validity
A theoretical concept which focuses on the extent to which the instrument of measurement shows evidence of fairly and comprehensive coverage of the domain of items that it purports to cover.
CONTENT VALIDITY
-refers to what a test appears to measure rather than to what the test actually measures.
-Superficial judgment of a testtaker that the test measures what it is supposed to measure.
Face Validity
According to _______ content validity shows the degree to which a measure covers the range of meanings included within a concept.
Babbie (2007),
A judgement of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest ).
CRITERION-RELATED VALIDITY
Two Elements of Criterion-related Validity
Concurrent Validity
Predictive Validity
◦If test scores and criterion measures are obtained at about the same time then the relationship between these scores provide evidence of ______.
◦Statements of __________indicate the extent to which test scores may be used to estimate an individual’s present standing on a criterion.
Concurrent Validity
◦Measures of the relationship between the test scores and a criterion measure obtained at a future time provide an indication of the _________ of the test; that is, how accurately scores on the test predict some criterion measure.
Predictive Validity
It is the degree to which an instrument measures the construct that it is intended to measure.
CONSTRUCT VALIDITY
Two Elements of Construct Validity
Convergent Validity
Discriminant Validity
◦If scores on the test correlate highly with scores on older, more established, and already validated tests designed to measure the same (or similar) construct, this would be an example of ______ evidence.
Convergent Validity
◦A successful evaluation of _______ shows that a test of a construct is not highly correlated with other tests designed to measure theoretically different constructs.
Discriminant Validity
Challenges in Test Validity
Construct Underrepresentation
Construct Irrelevant Variance
Cultural and Language Bias
Test-taker Anxiety and Motivation
Changing Constructs Over Time
Difficulty in Measuring Abstract Constructs
Sampling Issues
Test Administration and Scoring Errors
◦When a test fails to fully capture the intended construct.
◦Example: A job aptitude test that assesses technical skills but ignores problem-solving abilities.
Construct Underrepresentation
◦When extraneous factors influence test scores, leading to misleading results.
◦Example: A reading comprehension test that is too difficult due to complex vocabulary, making it more of a vocabulary test than a comprehension test.
Construct Irrelevant Variance
◦Tests may favor certain groups based on language, cultural background, or socioeconomic status.
◦Example: An intelligence test using culturally specific references that are unfamiliar to test-takers from different backgrounds.
Cultural and Language Bias
◦Anxiety, stress, or lack of motivation can affect performance, leading to inaccurate results.
◦Example: A highly anxious student underperforms on a test, even though they understand the material.
Test-taker Anxiety and Motivation
oSome psychological or social constructs (e.g., creativity, leadership, emotional intelligence) are difficult to measure accurately.
oExample: A leadership assessment might miss key traits like adaptability or empathy.
Difficulty in Measuring Abstract Constructs
◦Some constructs (like intelligence or job skills) evolve over time, making older tests less valid.
◦Example: A technology-based skills test may become outdated as new tools emerge.
Changing Constructs Over Time
oIf a test is developed or validated on a limited sample, it may not be valid for a broader population.
oExample: A personality test validated on college students may not be appropriate for older professionals.
Sampling Issues
◦Poor test design, unclear instructions, or inconsistent scoring methods can reduce validity.
◦Example: Subjective grading in essay exams leading to inconsistent evaluations.
Test Administration and Scoring Errors
Addressing Validity Challenges
Pilot Testing & Refinement:
Multiple Validity Measures:
Regular Updates:
Standardized Administration:
Conducting trials and revising tests to minimize biases.
Pilot Testing & Refinement:
Using different validity types (content, construct, criterion-related) for cross-checking.
Multiple Validity Measures:
Keeping tests current with changing constructs and societal shifts.
Regular Updates:
Ensuring uniform test conditions to minimize external influences.
Standardized Administration:
