VALIDITY

1. VALIDITY By YennyTanzino 6909004 21 Aug 2010

2. VALIDITY A test is said to be valid if: • It measures accurately what it is intended to measure. • It is vital for a test to be valid in order for the results to be accurately applied and interpreted. 

3. CONTRUCT VALIDITY refers to : • the general, overarching (very important) notion of validity. • the extent to which people can interpret a given test score as an indicator of the abilities or constructs that people want to measure (Bachman & Palmer 1986). • it demonstrates an association between the test scores and the prediction of a theoretical trait. • Ex: Intelligence tests are one example of measurement instruments that should have construct validity.

4. A test has construct validity • Emperical evidence is needed. • Forms of evidence: A.) Content validity B.) Criterion-related validity

5. A.) CONTENT VALIDITY • Relates to the content of the test. • Involves “the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured” • A comparison of test specification & test content is the basis for judgements. •  the items on the test represent the entire range of possible items the test should cover.

6. The Importance of Content Validity 1. The greater a test’s content validity, the more likely it is to be an accurate measure of what it is supposed to measure. 2. That test is likely to have a harmful backwash effect.

7. B.) CRITERION-RELATED VALIDITY • Relates to the degree to which results on the test agree w/ those provided by some independent & highly dependable assessment of candidate’s ability. • when the test is demonstrated to be effective in predicting criterion or indicators of a construct.

8. Kinds of Criterion-related validity 1. Concurrent validity Is established when the test & the criterion are administered at about the same time. refers to the relationship between test scores and criterion measures made at the time the test was given ex: on a test that measures levels of depression, the test would be said to have concurrent validity if it measured the current levels of depression experienced by the test taker. 2. Predictive validity

9. Kinds of Criterion-related validity 1. Concurrent validity 2. Predictive validity the degree to which a test can predict candidate’s future performance. refers to the extent to which test scores predict criterion measurements that will be made at some point in the future. ex: career or aptitude tests, which are helpful in determining who is likely to succeed or fail in certain subjects or occupations.

10. Other forms • To investigate what test takers actually do when they respond to an item. • Two methods are used: • think aloud  test takers voice their thoughts as they respond to an item. Negative: interfering 2. Retrospection recollecting what their thinking was as they responded. Negative: thoughts may be forgotten

11. Other forms Measuring Reading ability • variety of reading sub-skills • E.g. the ability to guess the meaning of unknown words from the content a.) Content validation: ok b.) Concurrent validation: ok c.) Construct validity???

12. Validity in scoring • Not only the items but also the way in which the responses are score must be valid. • Ex: A reading test  if the scoring includes spelling & grammar, then it’s not valid (assuming the test is meant to measure reading ability)

13. Face Validity • relates to whether a test appears to be a good measure or not. • This judgment is made on the "face" of the test, thus it can also be judged by the amateur. •  For instance, if you prepare a test to measure whether students can perform multiplication, and the people you show it to all agree that it looks like a good test of multiplication ability, you have shown the face validity of your test.

14. How to make test more valid • Write specifications for the test. • Use direct testing. • Scoring of responses relates directly to what is being tested. • Do everything possible to make the test reliable.