This document discusses the concept of validity in psychological testing and research. It provides definitions of validity from authoritative sources like the American Psychological Association. It distinguishes between different types of validity like construct validity, content validity, criterion validity, predictive validity, concurrent validity, and experimental validity, which includes statistical conclusion validity, internal validity, external validity, and ecological validity. The relationships between these types of validity are explored in depth through multiple examples and implications. The document emphasizes that validity concerns the appropriate interpretation and use of test scores rather than a test itself. It is intended as a guide on validity for Dr. GHIAS UL HAQ from SARHAD UNIVERSITY OF INFORMATION TECHNOLOGY, PESHAWAR.
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Validity:
Validity refers to how well a test measures what it is purported to measure.
Types of Validity:
1. Logic valididty:
Validity which is in the form of theory, statements. It has 2 types.
I. Face Validity:
It is the extent to which the measurement method appears “on its face” to measure the construct of interest.
• Example:
• suppose you were taking an instrument reportedly measuring your attractiveness, but the questions were asking you to identify the correctly spelled word in each list
II. Content Validity:
Measuring all the aspects contributing to the variable of the interest.
Example:
For physical fitness temperature, height and stamina are supposed to be assess then a test of fitness must include content about temperatures, height and stamina.
2. Criterion
It is the extent to which people’s scores are correlated with other variables or criteria that reflect the same construct
Example:
An IQ test should correlate positively with school performance.
An occupational aptitude test should correlate positively with work performance.
Types of Criterion Validity
Concurrent validity:
• When the criterion is something that is happening or being assessed at the same time as the construct of interest, it is called concurrent validity.
• Example:
Beef test.
Predictive validity:
• A new measure of self-esteem should correlate positively with an old established measure. When the criterion is something that will happen or be assessed in the future, this is called predictive validity.
• Example:
GAT, SAT
Other types of validity
Internal Validity:
It is basically the extent to which a study is free from flaws and that any differences in a measurement are due to an independent variable and nothing else
External Validity
• It is the extent to which the results of a research study can be generalized to different situations, different groups of people, different settings, different conditions, etc.
Topic: Validity
Student Name: Parkash Mal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
Topic: What is Reliability and its Types?
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Validity:
Validity refers to how well a test measures what it is purported to measure.
Types of Validity:
1. Logic valididty:
Validity which is in the form of theory, statements. It has 2 types.
I. Face Validity:
It is the extent to which the measurement method appears “on its face” to measure the construct of interest.
• Example:
• suppose you were taking an instrument reportedly measuring your attractiveness, but the questions were asking you to identify the correctly spelled word in each list
II. Content Validity:
Measuring all the aspects contributing to the variable of the interest.
Example:
For physical fitness temperature, height and stamina are supposed to be assess then a test of fitness must include content about temperatures, height and stamina.
2. Criterion
It is the extent to which people’s scores are correlated with other variables or criteria that reflect the same construct
Example:
An IQ test should correlate positively with school performance.
An occupational aptitude test should correlate positively with work performance.
Types of Criterion Validity
Concurrent validity:
• When the criterion is something that is happening or being assessed at the same time as the construct of interest, it is called concurrent validity.
• Example:
Beef test.
Predictive validity:
• A new measure of self-esteem should correlate positively with an old established measure. When the criterion is something that will happen or be assessed in the future, this is called predictive validity.
• Example:
GAT, SAT
Other types of validity
Internal Validity:
It is basically the extent to which a study is free from flaws and that any differences in a measurement are due to an independent variable and nothing else
External Validity
• It is the extent to which the results of a research study can be generalized to different situations, different groups of people, different settings, different conditions, etc.
Reliability
Reliability refers to the extent to which a scale produces consistent results, if the measurements are repeated a number of times.
Reliability is a measure of the stability or consistency of test scores.
When a measurement procedure yields consistent scores when the phenomenon being measured is not changing
Degree to which scores are free of “Measurement Error Consistency of the measurement
Example: Weighing scale used multiple times in a day by the same individual
Types of reliability
Internal consistency reliability
Test-retest reliability
Split–half method
Inter-rater reliability
Internal consistency reliability
Also known as inter-item reliability.
It is the measure of how well the items on the test measure the same construct or idea.
Cronbach's Alpha
Cronbach's Alpha are most commonly used used to measure inter-item reliability to see if questionnaires with multiple questions are reliable. Value must by above 0.7.
Test-retest reliability
Test-retest reliability is a measure of reliability obtained by administering the same test twice over a period of time to same group of individuals.
Test-retest reliability is the degree to which scores are consistent over time.
Same test- different times
Example: Administering the same questionnaire at 2 different times such as IQ test.
Split–half method
A method of determining the reliability of a test by dividing the whole test into two halves and scoring the two halves separately.
Especially appropriate when the test is very long.
The most used method to split the test into two is using the odd-even strategy.
Inter-rater reliability
Inter-rater reliability is the extent to which two or more raters (or observers, coders, examiners) agree.
Inter-rater reliability is essential when making decisions in research and clinical settings.
References
Neuman, L. (2014). Social Research Methods: Qualitative and Quantitative Approaches. Pearson Education Limited.
It is a Presentation on the Meaning, types, methods of establishing validity, the factors influencing validity and how to increase the validity of a tool
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
Reliability
Reliability refers to the extent to which a scale produces consistent results, if the measurements are repeated a number of times.
Reliability is a measure of the stability or consistency of test scores.
When a measurement procedure yields consistent scores when the phenomenon being measured is not changing
Degree to which scores are free of “Measurement Error Consistency of the measurement
Example: Weighing scale used multiple times in a day by the same individual
Types of reliability
Internal consistency reliability
Test-retest reliability
Split–half method
Inter-rater reliability
Internal consistency reliability
Also known as inter-item reliability.
It is the measure of how well the items on the test measure the same construct or idea.
Cronbach's Alpha
Cronbach's Alpha are most commonly used used to measure inter-item reliability to see if questionnaires with multiple questions are reliable. Value must by above 0.7.
Test-retest reliability
Test-retest reliability is a measure of reliability obtained by administering the same test twice over a period of time to same group of individuals.
Test-retest reliability is the degree to which scores are consistent over time.
Same test- different times
Example: Administering the same questionnaire at 2 different times such as IQ test.
Split–half method
A method of determining the reliability of a test by dividing the whole test into two halves and scoring the two halves separately.
Especially appropriate when the test is very long.
The most used method to split the test into two is using the odd-even strategy.
Inter-rater reliability
Inter-rater reliability is the extent to which two or more raters (or observers, coders, examiners) agree.
Inter-rater reliability is essential when making decisions in research and clinical settings.
References
Neuman, L. (2014). Social Research Methods: Qualitative and Quantitative Approaches. Pearson Education Limited.
It is a Presentation on the Meaning, types, methods of establishing validity, the factors influencing validity and how to increase the validity of a tool
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
this ppt gives a brief description about aptitude testing, types and examples of aptitude tests. it is a useful ppt for students of psychology for preparing their psychology notes.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Chapter 1 A Primer of the Scientific Method and Relevant Components.docxketurahhazelhurst
Chapter 1 A Primer of the Scientific Method and Relevant Components
The primary objective of this book is to help researchers understand and select appropriate designs for their investigations within the field, lab, or virtual environment. Lacking a proper conceptualization of a research design makes it difficult to apply an appropriate design based on the research question(s) or stated hypotheses. Implementing a flawed or inappropriate design will unequivocally lead to spurious, meaningless, or invalid results. Again, the concept of validity cannot be emphasized enough when conducting research. Validity maintains many facets (e.g., statistical validity or validity pertaining to psychometric properties of instrumentation), operates on a continuum, and deserves equal attention at each level of the research process. Aspects of validity are discussed later in this chapter. Nonetheless, the research question, hypothesis, objective, or aim is the primary step for the selection of a research design.
The purpose of a research design is to provide a conceptual framework that will allow the researcher to answer specific research questions while using sound principles of scientific inquiry. The concept behind research designs is intuitively straightforward, but applying these designs in real-life situations can be complex. More specifically, researchers face the challenge of (a) manipulating (or exploring) the social systems of interest, (b) using measurement tools (or data collection techniques) that maintain adequate levels of validity and reliability, and (c) controlling the interrelationship between multiple variables or indicating emerging themes that can lead to error in the form of confounding effects in the results. Therefore, utilizing and following the tenets of a sound research design is one of the most fundamental aspects of the scientific method. Put simply, the research design is the structure of investigation, conceived so as to obtain the “answer” to research questions or hypotheses.The Scientific Method
All researchers who attempt to formulate conclusions from a particular path of inquiry use aspects of the scientific method. The presentation of the scientific method and how it is interpreted can vary from field to field and method (qualitative) to method (quantitative), but the general premise is not altered. Although there are many ways or avenues to “knowing,” such as sources from authorities or basic common sense, the sound application of the scientific method allows researchers to reveal valid findings based on a series of systematic steps. Within the social sciences, the general steps include the following: (a) state the problem, (b) formulate the hypothesis, (c) design the experiment, (d) make observations, (e) interpret data, (f) draw conclusions, and (g) accept or reject the hypothesis. All research in quantitative methods, from experimental to nonexperimental, should employ the steps of the scientific method in an attempt to ...
This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar taught by Mike Palmquist in the 1990s and 2000s at the Colorado State University.
auditing is an examination of accounting
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noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and onlin
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and onlin
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and onlin
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and onlin
noorulhadi Lecturer at Govt College of Management Sciences, noorulhadi99@yahoo.com
i have prepared these slides and still using in mylectures, Reference: Portfolio management by S kevin and onlin
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01 validity and its type
1. Submitted to : Dr. GHIAS UL HAQ.
Submitted by: Noorulhadi Qureshi (PhD Scholar)
SARHAD UNIVERSITY OF INFORMATION TECHNOLOGY, PESHAWAR.
11/3/2016 SlideNo. 1
2. A rather basic definition of validity
is
“the degree to which a test
measures what is it supposed to
measure.”
Although this definition is
relatively common and
straightforward, it oversimplifies
the issue a bit.
3. Someone might tell
you that a hammer is
a useful tool, but the
usefulness of a
hammer actually
depends on the job to
4. A better definition, reflecting the
most contemporary perspective,
is that validity is “the degree to
which evidence and theory
support the interpretations of
test scores entailed by the
proposed uses” of a test (AERA,
APA, & NCME, 1999, p. 9).
“The American Education Research Association (AERA), the American Psychological Association (APA), and
the National Council on Measurement in Education (NCME) published a revision of the Standards for
Educational and Psychological Testing”
5. This more sophisticated definition has a
number of important implications.
First, a measure itself is neither
valid nor invalid; rather, the
issue of validity concerns the
interpretations and uses of a
measure’s scores. Narrow to
down. Top to down.
(AERA, APA, & NCME, 1999), (NEO-PI-R, Costa & McCrae, 1992).
6. A second important implication
of the definition of validity is that
validity is a matter of degree, it
is not an “all-or-none” issue.
That is, the validity of a test
interpretation should be
conceived in terms of strong
versus weak instead of simply
valid or invalid. There is no
magical threshold beyond which
7. A third important factor of
validity is that the validity
of a test’s interpretation is
based on evidence and
theory
AERA, APA, & NCME, 1999), (NEO-PI-R, Costa & McCrae, 1992).
8. Although such choices are based
on a number of practical,
theoretical, and psychometric
factors, a test should be selected
only if there is strong enough
evidence supporting the
intended interpretation and use.
9. Validity is the extent to which
a concept conclusion or
measurement is well-founded
and corresponds accurately
to the real world.
Kendell, R; Jablensky, A (2003). "Distinguishing between the validity and utility of psychiatric
diagnoses". The American Journal of Psychiatry. 160 (1): pp 4–12.
11. Validity is important because it can
help determine what types of tests
to use, and help to make sure
researchers are using methods
Validity
Test Validity
Experimental
Validity
14. validity is really about test
interpretation and use (not about the
test itself), test users often refer to
the “validity of a test.”
Test validity
1.1Validity
(accuracy)
1.2Construct
validity
1.3Content
validity
1.3.1Face
validity
1.4Criterion
validity
1.4.1Concurrent
validity
1.4.2Predictive
validity
15. 1.1Validity (accuracy)
Validity of an assessment is the degree to
which it measures what it is supposed to
measure. This is not the same
as reliability, which is the extent to which
a measurement gives result that are very
consistent. Within validity, the
measurement does not always have to be
similar, as it does in reliability. However,
just because a measure is reliable, it is
not necessarily valid (and vice versa).
Validity is also dependent on the
measurement measuring what it was
designed to measure, and not something
else instead. Validity (similar to reliability)
16. Construct validity evidence involves the
empirical and theoretical support for the
interpretation of the construct. Such lines
of evidence include statistical analyses of
the internal structure of the test including
the relationships between responses to
different test items. They also include
relationships between the test and
measures of other constructs. As currently
understood, construct validity is not
distinct from the support for the
substantive theory of the construct that
the test is designed to measure. As such,
experiments designed to reveal aspects of
the causal role of the construct also
17. Face validity could easily be
called surface validity or appearance
validity since it is merely a
subjective, superficial assessment of
whether the measurement
procedure you use in a study
appears to be a valid measure of a
given variable .
Content validity, sometimes called
logical or rational validity, is the
estimate of how much a measure
represents every single element of a
18. Criterion validity evidence involves
the correlation between the test and
a criterion variable (or variables)
taken as representative of the
construct. In other words, it
compares the test with other
measures or outcomes (the criteria)
already held to be valid. For
example, employee selection tests
are often validated against measures
of job performance (the criterion),
and IQ tests are often validated
19. Predictive Validity: if the test accurately
predicts what it is supposed to predict. For
example, the SAT exhibits predictive
validity for performance in college. It can
also refer to when scores from the
predictor measure are taken first and then
the criterion data is collected later.
Concurrent Validity: when the predictor
and criterion data are collected at the
same time. It can also refer to when a
test replaces another test (i.e. because it’s
cheaper). For example, a written driver’s
20. The validity of the design of
experimental research studies is a
fundamental part of the scientific
method, and a concern of research
ethics. Without a valid design, valid
scientific conclusions cannot be
drawn.
Experimental
validity
2.1Statistical
conclusion validity
2.2Internal validity 2.3External validity
2.3.1Ecological
validity
2.3.2Relationship
to internal validity
21. Statistical conclusion validity involves
ensuring the use of adequate sampling
procedures, appropriate statistical tests,
and reliable measurement procedures.
22. Internal validity is an inductive estimate of
the degree to which conclusions
about causal relationships can be made
(e.g. cause and effect), based on the
measures used, the research setting, and
the whole research design. Good
experimental techniques, in which the
effect of an independent variable on
a dependent variable is studied under
highly controlled conditions, usually allow
for higher degrees of internal validity
23. External validity concerns the extent to
which the (internally valid) results of a
study can be held to be true for other
cases, for example to different people,
places or times. In other words, it is about
whether findings can be validly
generalized. If the same research study
was conducted in those other cases,
would it get the same results.
24. Ecological validity is the extent to which
research results can be applied to real-life
situations outside of research settings.
This issue is closely related to external
validity but covers the question of to what
degree experimental findings mirror what
can be observed in the real world (ecology
= the science of interaction between
organism and its environment). To be
ecologically valid, the methods, materials
and setting of a study must approximate
the real-life situation that is under
25. On first glance, internal and external validity seem
to contradict each other – to get an experimental
design you have to control for all interfering
variables. That is why you often conduct your
experiment in a laboratory setting. While gaining
internal validity (excluding interfering variables by
keeping them constant) you lose ecological or
external validity because you establish an artificial
laboratory setting. On the other hand, with
observational research you can not control for
interfering variables (low internal validity) but you
can measure in the natural (ecological) environment,
at the place where behavior normally occurs.
However, in doing so, you sacrifice internal validity.
The apparent contradiction of internal validity and
external validity is, however, only superficial. The
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Anne Lewellyn Barstow (Witchcraze) adjusted Levack's estimate to account for lost records, estimating 100,000 deaths.
Ronald Hutton (Triumph of the Moon) argues that Levack's estimate had already been adjusted for these, and revises the
figure to approximately 40,000.
Brains, Willnat, Manheim, Rich 2011. Empirical Political Analysis 8th edition. Boston, MA: Longman p. 105
Brian Levack (The Witch Hunt in Early Modern Europe) multiplied the number of known European witch trials by the average
rate of conviction and execution, to arrive at a figure of around 60,000 deaths.
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Robins and Guze proposed in 1970 what were to become influential formal criteria for establishing the validity of
psychiatric diagnoses.