ALEJANDRO, Alyssa C.

BSA – 3A

CHECK YOUR UNDERSTANDING (MODULE 2)

You have been asked by the head of marketing to design an instrument by which your private,
for-profit school can evaluate the quality and value of its various curricula and courses. How
might you try to ensure that your instrument has:
a. Stability?
b. Equivalence?
c. Internal consistency?
d. Content validity?
e. Predictive validity?
f. Construct validity?

ANSWER
Let’s assume that the instrument used is about several scale items, ordinal or interval data and it
will conducted to the respondents with their parents at the end of the school year. Each item is
ranging from “strongly agree (5)” to “strongly disagree (1)”

A. Stability
 It should be measure by repeating the conducting of questionnaire to the sample
units about two weeks later and then tally the result of the conducted results to
measure the stability.
B. Equivalence
 It would be develop the two parallel versions of the same test and conducted
results.
C. Internal Consistency
 It might be interested in the similarity of the items. Even and odd or randomly
selected half, it can be used the Spearman-Brown prediction formula.
D. Content Validity
 This measure is largely judgmental. Using the research question hierarchy to
organize the topic is one good way to try to include all aspects of the topic in the
instrument. It is probably desirable to use a panel of judges knowledgeable about
school curricula to determine whether the content coverage in an instrument is
adequate.
E. Predictive Validity
 Good criterion (related/based) validity is difficult to show since there are no clear
measures of course or curricula quality. If the instrument predicts how
 respondents vote in a “quality of course” poll, or if it predicts how parents would
rate the courses as to quality then it has predictive validity.
F. Construct Validity
 It requires the results of the measurement compared with other measures that
claim to indicate course or curricula quality. For example, It would be expect high
quality courses to be popular with academically strong respondents and their
parents and less popular with weak respondents. Entirely different methods of
attempting to evaluate courses should all correlate well with the results from using
the instrument. If these results do conducted with the results that would have an
example of convergent validity, a subtype of construct validity.