Construct validity

Construct validity occurs when the theoretical constructs of cause and effect accurately
represent the real-world situations they are intended to model. This is related to how well
the experiment is operationalized. A good experiment turns the theory (constructs) into
actual things you can measure. Sometimes just finding out more about the construct
(which itself must be valid) can be helpful.
Construct validity is thus an assessment of the quality of an instrument or experimental
design. It says 'Does it measure the construct it is supposed to measure'. If you do not
have construct validity, you will likely draw incorrect conclusions from the experiment
(garbage in, garbage out).

Discriminant validity
Discriminant validity occurs where constructs that are expected not to relate do not, such
that it is possible to discriminate between these constructs.
Convergence and discrimination are often demonstrated by correlation of the measures
used within constructs.
Convergent validity and Discriminant validity together demonstrate construct validity.

Content validity
Content validity occurs when the experiment provides adequate coverage of the subject
being studied. This includes measuring the right things as well as having an adequate
sample. Samples should be both large enough and be taken for appropriate target groups.
The perfect question gives a complete measure of all aspects of what is being
investigated. However in practice this is seldom likely, for example a simple addition
does not test the whole of mathematical ability.
Content validity is related very closely to good experimental design. A high content
validity question covers more of what is sought. A trick with all questions is to ensure
that all of the target content is covered (preferably uniformly).

Predictive validity
This measures the extent to which a future level of a variable can be predicted from a
current measurement. This includes correlation with measurements made with different
instruments.
For example, a political poll intends to measure future voting intent.
College entry tests should have a high predictive validity with regard to final exam
results.

Concurrent validity
This measures the relationship between measures made with existing tests. The existing
tests is thus the criterion.
For example a measure of creativity should correlate with existing measures of creativity.

Face validity
Face validity occurs where something appears to be valid. This of course depends very
much on the judgment of the observer. In any case, it is never sufficient and requires
more solid validity to enable acceptable conclusions to be drawn.
Measures often start out with face validity as the researcher selects those which seem
likely prove the point.

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a

classification of levels of intellectual behavior important in learning. During the 1990's a
new group of cognitive psychologists, lead by Lorin Anderson (a former student of
Bloom), updated the taxonomy to reflect relevance to 21st century work. The two
graphics show the revised and original Taxonomy. Note the change from nouns to verbs
associated with each level.
Remembering: can the student recall or remember the information? define, duplicate,
list, memorize, recall, repeat, reproduce state Understanding: can the student explain
ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch,
solve, use, write. Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test. Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student
create new product or point of view? assemble, construct, create, design, develop,
formulate, write.
Potential Activities and Products
Remembering: Potential Activities and Products Make a list of the main
events of the story. Make a time line of events. Make a facts chart. Write
a list of any pieces of information you can remember. What animals were in
the story? Make a chart showing Make an acrostic. Recite a poem.
Understanding: Potential Activities and Products Cut out, or draw pictures to
show a particular event. Illustrate what you think the main idea may have
been. Make a cartoon strip showing the sequence of events. Write and
perform a play based on the story. Retell the story in your own words.
Write a summary report of the event Prepare a flow chart to illustrate the
sequence of events. Make a coloring book. Cut out, or draw pictures to
show a particular event. Illustrate what you think the main idea was. Make a
cartoon strip showing the sequence of events. Write and perform a play
based on the story. Retell the story in your own words. Write a summary
report of the event Prepare a flow chart to illustrate the sequence of events.
Cut out, or draw pictures to show a particular event. Illustrate what you

think the main idea was. Make a cartoon strip showing the sequence of
events. Write and perform a play based on the story.
Applying: Potential Activities and Products Construct a model to
demonstrate how it works Make a diorama to illustrate an event Make a
scrapbook about the areas of study. Make a papier-mache map / clay model
to include relevant information about an event. Take a collection of
photographs to demonstrate a particular point. Make up a puzzle or a game
about the topic. Write a textbook about this topic for others. Dress a doll
in national costume. Make a clay model. Paint a mural using the same
materials. Design a marketing strategy for your product using a known
strategy as a model.
Analyzing: Potential Activities and Products Design a questionnaire to
gather information. Write a commercial to sell a new product Make a flow
chart to show the critical stages. Construct a graph to illustrate selected
information. Make a family tree showing relationships. Devise a play
about the study area. Write a biography of a person studied. Prepare a
report about the area of study. Conduct an investigation to produce
information to support a view. Review a work of art in terms of form, color
and texture.
Evaluating: Potential Activities and Products Prepare a list of criteria to
judge Conduct a debate about an issue of special interest. Make a
booklet about five rules you see as important. Convince others. Form a
panel to discuss views. Write a letter to. ..advising on changes needed.
Write a half-yearly report. Prepare a case to present your view about...
Creating: Potential Activities and Products Invent a machine to do a specific
task. Design a building to house your study. Create a new product. Give it
a name and plan a marketing campaign. Write about your feelings in
relation to... Write a TV show play, puppet show, role play, song or
pantomime about.. Design a record, book or magazine cover for... Sell an
idea Devise a way to... Make up a new language and use it in an example.