Point measure vs measure of validity11/5/2023 ![]() For example, intelligence is generally thought to be consistent across time. Test-retest reliability is the extent to which this is actually the case. When researchers measure a construct that they assume to be consistent across time, then the scores they obtain should also be consistent across time. Psychologists consider three types of consistency: over time (test-retest reliability), across items (internal consistency), and across different researchers (inter-rater reliability). Reliability refers to the consistency of a measure. In evaluating a measurement method, psychologists consider two general dimensions: reliability and validity. ![]() But if it indicated that you had gained 10 pounds, you would rightly conclude that it was broken and either fix it or get rid of it. If at this point your bathroom scale indicated that you had lost 10 pounds, this would make sense and you would continue to use the scale. Your clothes seem to be fitting more loosely, and several friends have asked if you have lost weight. If their research does not demonstrate that a measure works, they stop using it.Īs an informal example, imagine that you have been dieting for a month. Instead, they collect data to demonstrate that they work. Psychologists do not simply assume that their measures work. But how do researchers know that the scores actually represent the characteristic, especially when it is a construct like intelligence, self-esteem, depression, or working memory capacity? The answer is that they conduct research using the measure to confirm that the scores make sense based on their understanding of the construct being measured. Describe the kinds of evidence that would be relevant to assessing the reliability and validity of a particular measure.Īgain, measurement involves assigning scores to individuals so that they represent some characteristic of the individuals.Define validity, including the different types and how they are assessed.Define reliability, including the different types and how they are assessed. ![]() When analyzing assessments, validity shows how well an assessment measures what it is designed to measure. There are three main types of validity: content validity, criterion validity, and construct validity (see our post on validity and reliability to learn more). This guide outlines how to measure construct validity. It briefly explains this form of validity and its subtypes, then shows how the construct validity of an assessment can be quantified through basic statistical analysis. What is construct validity?Ĭonstruct validity is used to determine how well an assessment measures the construct that it is intended to measure. For example, a math test would have high construct validity if it was good at showing which candidates possessed strong mathematical aptitude (and which did not). It is important to understand this fundamental concept fully before attempting to measure it. For more information, take a look at our guide to construct validity. The subtypes of construct validityĬonstruct validity is made up of two subtypes: convergent validity and discriminant validity. Both of these subtypes are used to establish how well a test evaluates what it is meant to evaluate, but there are key differences between them. With convergent validity, assessment results are compared with the results of other tests that are designed to measure the same thing (e.g. a mathematical aptitude test vs other similar tests). A strong positive correlation between the results would indicate high convergent validity, suggesting that the tests are good at measuring what they are meant to measure. ![]() With discriminant validity, assessment results are compared with the results of tests that are designed to measure different constructs (e.g. a mathematical aptitude test vs a linguistic aptitude test). There shouldn’t be much of a relationship between the results, as the tests measure different things – no (or very low) correlation indicates high discriminant validity. See our blog on understanding convergent and discriminant validity for further explanation of these subtypes of construct validity. The results of the assessment have a strong positive correlation with those of other assessments that measure the same construct (i.e.To test the construct validity of an assessment, its convergent and discriminant validity must be calculated. The results of the assessment do not correlate with those of assessments that measure different things (i.e.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |