A test is valid if the inferences made from it are appropriate and useful. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion-related validity measures how well test scores correlate with outcomes, and construct validity pertains to tests measuring complex psychological attributes. A valid test accurately classifies individuals and has appropriate convergent and discriminant validity based on correlations with other related and unrelated tests. Validity is an overall judgment of how well a test serves its intended purpose.

1. Validity
Harris Shah Abd Hamid, PhD

5. A test is valid to the extent that inferences
made from it are appropriate, meaningful,
and useful.
evolutionary, research-based judgment of
how adequately a test measures the
attribute it was designed to measure.
 content
 criterion-related
 construct

6. Content validity
 the degree to which the questions,
tasks, or items on a test are
representative of the universe of
behavior the test was designed to
sample.

10. Face validity
 The extent to which a test looks valid
to test users, examiners, and
especially the examinees.
 a matter of social acceptability

11. Criterion-related validity
 The extent to which a test is shown to be
effective in estimating an examinee’s
performance on some outcome measure
 concurrent validity: the criterion
measures are obtained at approximately
the same time as the test scores.
 predictive validity: the criterion
measures are obtained in the future,
usually months or years after the test
scores are obtained

12. Self-
Compassion
Self-
esteem
Subjective
well-being
Mindfulness

13. Research
anxiety
Attitude
towards
research
Research
completio
n time
Informatio
n seeking
anxiety

14.  95% of the time, the predicted score
will fall between ±2SE

17. Construct validity
 pertains to psychological tests that
claim to measure complex,
multifaceted, and theory-bound
psychological attributes

18. Approaches to Construct Validity
 Analysis to determine whether the test items or subtests are
homogeneous and therefore measure a single construct
 Study of developmental changes to determine whether they
are consistent with the theory of the construct
 Research to ascertain whether group differences on test
scores are theory-consistent
 Analysis to determine whether intervention effects on test
scores are theory-consistent
 Correlation of the test with other related and unrelated tests
and measures
 Factor analysis of test scores in relation to other sources of
information
 Analysis to determine whether test scores allow for the
correct classification of examinees

19.  Convergent validity is demonstrated
when a test correlates highly with
other variables or tests with which it
shares an overlap of constructs.
 Discriminant validity is
demonstrated when a test does not
correlate with variables or tests from
which it should differ.

21. factor analysis
 to identify the minimum number of
determiners (factors) required to account for
the intercorrelations among a battery of tests.
 The goal in factor analysis is to find a smaller
set of dimensions, called factors, that can
account for the observed array of
intercorrelations among individual tests.
 factor loading: correlation between an
individual test and a single factor; varies
between -1.0 and +1.0.

22. Classification Accuracy
 Sensitivity: accurate identification of
patients who have a syndrome
 Specificity: accurate identification
of normal patients.
 Screening tests typically provide a cut-
off score used to identify possible
cases of the syndrome in question.

23. N= 100
24
23
Screening test
79
Patients with
dimentia based on a
comprehensive test
21

24. N= 100
24
23
Screening test
17
Patients without
dimentia based on a
comprehensive test
83

25. Unintended Test Consequences
 The identified children may feel unusual
or
dumb
 Other children may call the children
names.
 Teachers may view these children as
unworthy of attention.
 The process may produce classes
segregated
by race or social class.

26. Functionalist Perspective
 Test validity is an overall evaluative
judgment of the adequacy and
appropriateness of inferences and
actions that flow from test scores.
 a test is valid if it serves the purpose
for which it is used

27. Test Utility
 “Does use of this test result in better
patient outcomes or more efficient
delivery of services?”