PSYCH-ASSESSMENT-MODULE-5.1-VALIDITY & RELIABILITY | Lecture notes Psychology

PSYCH ASSESSMENT

MODULE 5.1: VALIDITY

● The test should be reliable and valid

● On of the major concern is whether the

tests measure what is purports to

measure

The concept of validity

Validity: The validity of a test is the extent to

which it measures what it claims to measure. It

defines the meaning of test scores (Gregory,

2011).

● vital for a test to be valid in order for

the results accurately applied and

interpreted

● test use for interpreting

● accuracy of an assessments

● Remember that even if the test is

reliable it may not provide avoid

measures, also if the test is valid it is

almost always reliable.

● a judgment based on the evidence

about the appropriateness or

inferences drawn from test scores

● the reason why we conduct tests, we

get its validity and reliability is because

no test is universally valid, (no true to

all)

Validity can be defined as the agreement

between a test score or measure and the

quality it is believed to measure. It is sometimes

defined as the answer to the question, “Does

the test measure what it is supposed to

measure?” (Kaplan and Saccuzzo, 2011).

● that’s why gumagawa tayo ng norms

and yung mga norms na yun inilalagay

natin sa manual kung saan pwede lang

natin siyang i-generalize

Validation: the process of gathering and

evaluating evidence about validity.

- Both test developers and test users may

play a role in the validation of a test.

- Test users may validate a test with their

own group of test takers – local validation.

- absolutely necessary

- when researchers want to alter for example

the format, change instruction, language

being used, content of the test, etc.

- local validation is also necessary when

researchers sought to use a test with a

population of test taker that differed in

some significant way

What makes a test valid?

- validity is not easily captured by just

statistical summaries

- it is characterized by continuum ranging

from a weak to acceptable, to strong

- “A test is valid to the extent that inferences

made from it are appropriate, meaningful,

and useful.” (Standards for Educational and

Psychological Testing, 1999)

- Validity is always a matter of degree. Tests

may be useful or defensible for some

purposes and populations, but less for

others.

Concept of Validity

- this categories emphasize depending on

the purposes and consequences of

measurement

Validity is often conceptualized according to

three categories:

1. Content validity

2. Criterion-related validity

3. Construct validity

- may mga kanya-kanyang gamit to test

yung validity

Face Validity: a judgment concerning how

relevant the test items appear to be.

- face value

- kung mukha ba talagang test yun, or

magulo

- if it measure what it claims to measure

- If a test appears to measure what it

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PSYCH ASSESSMENT

MODULE 5.1: VALIDITY

● The test should be reliable and valid ● On of the major concern is whether the tests measure what is purports to measure The concept of validity Validity: The validity of a test is the extent to which it measures what it claims to measure. It defines the meaning of test scores (Gregory, 2011). ● vital for a test to be valid in order for the results accurately applied and interpreted ● test use for interpreting ● accuracy of an assessments ● Remember that even if the test is reliable it may not provide avoid measures, also if the test is valid it is almost always reliable. ● a judgment based on the evidence about the appropriateness or inferences drawn from test scores ● the reason why we conduct tests, we get its validity and reliability is because no test is universally valid, (no true to all) Validity can be defined as the agreement between a test score or measure and the quality it is believed to measure. It is sometimes defined as the answer to the question, “Does the test measure what it is supposed to measure?” (Kaplan and Saccuzzo, 2011). ● that’s why gumagawa tayo ng norms and yung mga norms na yun inilalagay natin sa manual kung saan pwede lang natin siyang i-generalize Validation: the process of gathering and evaluating evidence about validity.

Both test developers and test users may play a role in the validation of a test.
Test users may validate a test with their own group of test takers – local validation.
absolutely necessary
when researchers want to alter for example the format, change instruction, language being used, content of the test, etc.
local validation is also necessary when researchers sought to use a test with a population of test taker that differed in some significant way What makes a test valid?
validity is not easily captured by just statistical summaries
it is characterized by continuum ranging from a weak to acceptable, to strong
“A test is valid to the extent that inferences made from it are appropriate, meaningful, and useful.” (Standards for Educational and Psychological Testing, 1999)
Validity is always a matter of degree. Tests may be useful or defensible for some purposes and populations, but less for others. Concept of Validity
this categories emphasize depending on the purposes and consequences of measurement Validity is often conceptualized according to three categories:

Content validity
Criterion-related validity
Construct validity

may mga kanya-kanyang gamit to test yung validity Face Validity: a judgment concerning how relevant the test items appear to be.
face value
kung mukha ba talagang test yun, or magulo
if it measure what it claims to measure
If a test appears to measure what it

purports to measure “on the face of it,” it could be said to be high in face validity.

face validity is subjective
titignan mo lang kung mukha na ba talaga siyang test or assessment
Many self-report personality tests are high in face validity, whereas projective tests, such as the Rorschach tend to be low in face validity (i.e., it is not apparent what is being measured).
A perceived lack of face validity may lead to a lack of confidence in the test measuring what it purports to measure.
face validity is more a matter of public relations than psychometric soundness Content validity: is determined by the degree to which the questions, tasks or items on a test are representative of the universe of behavior the test is designed to sample. In theory, content validity is really nothing more than a sampling issue. ● in educational perspective, katulad ng course plans, syllabus, text books, teacher / prof. who were trained in subject area ● most fundamental consideration in developing and evaluating the test ● without content validity evidence we won’t know what the test takers can’t and can do ● once the purpose is very clear it’s possible to develop and understand what the test intended to cover Do the test items adequately represent the content that should be included in the test? Test blueprint: A plan regarding the types of information to be covered by the items, the number of items tapping each area of coverage, the organization of the items in the test, etc. ● plan regarding the types of information to be covered by the test items, organization of area of the test, etc. Content Validity Quantifying content validity may be especially important for employment tests. - Lawshe (1975) developed a method whereby raters judge each item as to whether it is essential, useful but not essential, or not necessary for job performance. - If more than half the raters indicate that an item is essential, the item has at least some content validity. ● the behavior domain to be tested must be systematically analyze to make certain that all aspects are covered by the test items and in the correct proportions ● it is important that it shows the content areas or topics to be covered, the instructional processes/ objectives to be tested, etc. It is also important to guard against any tendency to overgeneralize regarding the domain sampled by the test. For example: a multiple-choice spelling test may measure the ability to recognize correctly and incorrectly spelled words. But it cannot be assumed that such a test also measures ability to spell correctly from dictation, frequency of misspellings in written compositions, etc. ● di pwedeng i-generalize Criterion Related Validity Criterion-related validity is a judgment of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest—the measure of interest being the criterion. - A criterion is (1) the standard against which the test is compared; (2) a direct and independent measure of what the test is designed to predict.

isang construct lang dapat

Evidence of changes with age - Some constructs are expected to change over time (e.g., reading rate)

that’s why some test restrict ages (specific to range of age)

Evidence of pretest/posttest changes - test scores change as a result of some experience between a pretest and a posttest (e.g., therapy).
Evidence from distinct groups - scores on a test vary in a predictable way as a function of membership in some group (e.g., scores on the Psychopathy Checklist for prisoners vs. civilians).
Convergent evidence - scores on the test undergoing construct validation tend to correlate highly in the predicted direction with scores on older, more established, tests designed to measure the same (or a similar) construct.

use when assessing new test
it’s like concurrent validity

Discriminant evidence - validity coefficient showing little relationship between test scores and other variables with which scores on the test should not theoretically be correlated.

use when assessing new test
ex. trinay mo gamitin yung meaning in life scale sa depression, theoretically it shouldn’t be correlated, pero pag nag correlate sila meaning there is is something wrong with the test Validity and Test Bias Bias: a factor inherent in a test that systematically prevents accurate, impartial measurement. ● we should take into consideration the biases when making rating ● systematic error in the measurement process that differentially influences score
Bias implies systematic variation in test scores.
Prevention during test development is the best cure for test bias. Rating error: a judgment resulting from the intentional or unintentional misuse of a rating scale. ● Leniency Error -raters' tendency is to rate all employees at the positive end of the scale (lahat matataas yung scores) ● Severity Error – a type of rating error in which the ratings are consistently overly negative, particularly about the performance or ability of the participants. (lahat ng scores are mababa) ● Central Tendency Error - a rater place most items in the middle of a rating scale. (pantay-pantay yun score) ● Halo effect - a tendency to give a particular person a higher rating than he or she objectively deserves because of a favorable overall impression. (ex. because of the attractiveness of a person you’ll give him/ her a higher rating/ grade, greater morality, etc.) Fairness: The extent to which a test is used in an impartial, just, and equitable way.
Some uses of tests are patently unfair in the judgment of any reasonable person.
Another misunderstanding of what constitutes an unfair or biased test is that it is unfair to administer to a particular population a standardized test that did not include members of that population in the standardization sample.

PSYCH-ASSESSMENT-MODULE-5.1-VALIDITY & RELIABILITY, Lecture notes of Psychology

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PSYCH ASSESSMENT

MODULE 5.1: VALIDITY