Validity

Validity : A Definition
Validity refers to how well a test measures what it is purported to measure. 

A test is valid to the extent that inferences made from it are appropriate ,
meaningful and useful.
A concept formulated by Kelly in 1927.
Validity
The different ways of accumulating validity evidence has been
grouped into 3 categories:
1. Content Validity
2. Criterion Validity
3. Construct validity
 1) Content validity
The type of validity that is determined by the degree to which the questions ,
tasks or items on a test are representative of behavior the test was designed to
measure. ( appropriate content).
Such a validation procedure is commonly used in tests designed to measure
how well the individual has mastered a specific skill or course of study.
A test of multiplication , spelling would seem to be valid if it consists of the
multiplication and spelling items respectively.
 Application of content validation
• provides an adequate technique for evaluating achievement tests.
•Also applicable to certain occupational tests designed for employee selection
and classification.
•For aptitude and personality tests content validation is usually inappropriate
and may in fact be misleading.
 Face validity
A test has face validity if it looks valid to test users , examiners and especially
the examinees.
E.G., if a test of simple arithmetic reasoning is constructed for use with
mechanists , the items should be worded in terms of machine operations
rather than in terms of “ how many oranges can be purchased for 86 rupees”.
E.g. A test item such as 'I have recently thought of killing myself' has obvious
face validity as an item measuring suicidal cognitions, and may be useful when
measuring symptoms of depression.
 2) Criterion related validity
The type of validity that is demonstrates when a test is shown to be effective
in estimating an examinees performance on some outcome measure – called
a criterion.
( relationship to other measure ).
For example college entrance exam that is reasonably accurate in predicting
the subsequent grade point average of the examinees would possess criterion
related validity.
 Approaches to Criterion related
validity
Two different approaches to validity evidence are subsumed under the
heading of criterion related validity.
a) Concurrent validity : the extent to which the results of a particular test
corresponds to those of previously established measurement for the
same construct. e.g. “Does Ali qualify as a satisfactory pilot?”
 Approaches to Criterion related
validity
b) Predictive validity : which refers to the extent to which a score on an
assessment predicts future performance.
e.g. “Does Ali have prerequisites to become a satisfactory pilot?”
For example, for professional college entrance or specialized program, the first
year through 4th year grade point average is considered
Supervisor’s rating after 6 months on the job, for periods of hiring
One excludes low scoring applicants and selects high scoring depending on
solid foundation of valid data.
 3) Construct Validity
A construct means an attribute, trait, (empathy, prejudice, resilience or ability)
that is based on established theories.
The traits or attributes cannot be directly observed but inferred from behaviors
. Almost all psychological traits are constructs. Intelligence, depression, - these
are all psychological traits, and none of them can be directly observed.
•Construct validity refers to how well a test or tool measures the construct that
it was designed to measure.
 Types of construct validity
D.T Campbell in 1960 pointed out the following types of construct validity.
a) Convergent validity : is a validity that tests that constructs that are
expected to be related are , in fact related.
b) Discriminant validity : In contrast discriminant validity tests whether
concepts or measurements that are supposed to be unrelated are, in fact,
unrelated
 Types of construct validity
E.g. a construct of general happiness. If a measure of general happiness had
convergent validity, then constructs similar to happiness (satisfaction,
contentment, cheerfulness, etc.) should relate closely to the measure of
general happiness. If this measure has discriminate validity, then constructs
that are not supposed to be related to general happiness (sadness, depression,
despair, etc.) should not relate to the measure of general happiness.
 Factor analysis
A family of statistical procedures that researchers use to summarize
relationships among variables that are correlated in highly complex ways ,
the goal of which is to derive a parsimonious set of derived scores.
 Internal consistency
The essential characteristics of this method is that the criterion is not other
than the total score on the test itself.
It is typically a measure based on the correlations between different items on
the same test (or the same subscale on a larger test). It measures whether
several items that propose to measure the same general construct produce
similar scores.
Item-total correlation (total score = 24)
Items Total
1 .79
2 .68
3 -.67
4 .81
5 -.25
6 .14
 Internal consistency
For example, if a respondent expressed agreement with the statements "I like
to ride bicycles" and "I've enjoyed riding bicycles in the past", and
disagreement with the statement "I hate bicycles", this would be indicative of
good internal consistency of the test.