( Meaning of validity is :
(1) Easy administration of the test
(2) Measure the quality which is used of test
(3) Above two
(4) None of the above
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Answers
Answer:
The discussion of the construction, evaluation and application of psychological tests is beyond the scope of this course. However, issues of the reliability and validity of a psychological test are parallel to concerns that one may have about any measure. A psychological test is simply an approach to measurement often used in psychology.
So here we provide a brief overview of some of the traditional ways of thinking about the reliability and validity of tests. Be warned, though, that when we discuss the threats to validity in experiementation we shall be using a rather different conceptual framework.
I. Test construction: Introduction and Overview
II. Reliability
III. Validity
IV. Item Analysis
V. Test Interpretation
I. Test construction: Introduction and Overview
A. Definition of Psychological Tests:
"an objective and standardized measure of a sample of behavior."
B. Standards of Test Construction and Test Use:
A good test should be reliable and valid. Concerns relating to standards include user qualification, security of test content, confidentiality of test results, and the prevention of the misuse of tests and results.
C. Test Characteristics and Response sets.
Characteristics include
i. a test of maximum performance (e.g., achievement test) which tells us what a person can do.
ii. a test of typical performance (e.g., personality test) which tells us what a person usually does.
iii. a speed test, in which response rate is assessed.
iv. a mastery test asses whether or not the person can attain a pre-specified mastery level of performance.
Response sets include: social desirability (giving responses that are perceived to be socially acceptable), acquiescence (agreeing or disagreeing with everything, and deviation (giving unusual or uncommon responses).
All of the above can threaten the validity of a given set of results.
II. Reliability
A. Classical test theory states:
a test is reliable a) to the degree that it is free from error and provides information about examinees’ "true" test scores and b) to the degree that it provides repeatable, consistent results.
B. Methods of estimating reliability
[we did not go over this as it involves calculating a reliability coefficient--a correlation coefficient--which we have not discussed yet]
C. Standard error of measurement.
[we skipped over, as we are not ready to discuss yet]
D. Factors affecting the reliability coefficient
Any factor which reduces score variability or increases measurement error will also reduce the reliability coefficient. For e.g., all other things being equal, short tests are less reliable than long ones, very easy and very difficult tests are less reliable than moderately difficult tests, and tests where examinees’ scores are affected by guessing (e.g. true-false) have lowered reliability coefficients.
III. Validity
Three major categories:
content, criterion-related, and construct validity
1) content validity:
A test has content validity if it measures knowledge of the content domain of which it was designed to measure knowledge. Another way of saying this is that content validity concerns, primarily, the adequacy with which the test items adequately and representatively sample the content area to be measured. For e.g., a comprehensive math achievement test would lack content validity if good scores depended primarily on knowledge of English, or if it only had questions about one aspect of math (e.g., algebra). Content validity is primarily an issue for educational tests, certain industrial tests, and other tests of content knowledge like the Psychology Licensing Exam.
Expert judgement (not statistics) is the primary method used to determine whether a test has content validity. Nevertheless, the test should have a high correlation w/other tests that purport to sample the same content domain.
This is different from face validity: face validity is when a test appears valid to examinees who take it, personnel who administer it and other untrained observers. Face validity is not a technical sense of test validity; i.e., just b/c a test has face validity does not mean it will be valid in the technical sense of the word. "just cause it looks valid doesn’t mean it is."
2) criterion-related validity:
Criterion-related validity is a concern for tests that are designed to predict someone’s status on an external criterion measure. A test has criterion-related validity if it is useful for predicting a person’s behavior in a specified situation.
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