3a)
Convergent/divergent validation
A test has convergent validity if it has a high correlation with another test that measures the same construct.
Bandura suggested self-efficacy related to competency. When test scores do not correlate with unrelated constructs. Campbell and Fiske (1959) combined the need to collect evidence
of
reliability, convergent evidence of validity, and discriminant evidence of validity into one study.
When test scores correlate with independent behaviors attitudes or events we say the test’s scores have?
We said that one method for obtaining evidence is to investigate how well the test scores correlate with observed behaviors or events. When test scores correlate with specific behaviors, attitudes, or events, we can confirm that
there is evidence of validity
.
When a test is actually measuring what it is supposed to measure it is said that the test has?
If the test does indeed measure this, then it is said to have
content validity —
it measures what it is supposed to measure. also called predictive validity, measures the degree to which the test scores measuring one test criterion is consistent with other criterion being measured.
What do we call the measure of performance that we expect to correlate with test scores?
Also called
concrete validity
, criterion validity refers to a test’s correlation with a concrete outcome. In the case of pre-employment tests, the two variables being compared most frequently are test scores and a particular business metric, such as employee performance or retention rates.
What is the difference between construct and content validity?
Construct validity means the test measures the skills/abilities that should be measured. Content validity means the
test measures appropriate content
.
How would you interpret evidence of construct validity?
In order to demonstrate construct validity,
evidence that the test measures what it purports to measure (in this case basic algebra) as well as evidence that the test does not measure irrelevant attributes (reading ability) are both required
. These are referred to as convergent and discriminant validity.
What is the difference between reliability and validity?
Reliability and validity are concepts used to evaluate the quality of research. They indicate how well a method, technique or test measures something. Reliability is about the consistency of a measure, and
validity is about the accuracy of a measure
.
Is reliable test always valid Why give example?
For a test to be reliable, it also needs to be valid. For example, if your scale is off by 5 lbs, it reads your weight every day with an excess of 5lbs. The scale is reliable because it
consistently reports the same weight every day
, but it is not valid because it adds 5lbs to your true weight.
What provides us with a standard against which we can compare individual test scores?
scale
. The mean of a normal distribution always has a percentile of 50. This means that 50% of individuals scored above the mean and 50% scored below the mean. … These norms provide us with a standard against which we can compare individual test scores.
What are the 3 types of reliability?
Reliability refers to the consistency of a measure. Psychologists consider three types of consistency:
over time (test-retest reliability), across items (internal consistency), and across different researchers (inter-rater reliability)
.
Which type of test is used to measure a person’s general intelligence?
IQ Tests
. IQ tests are used to measure human intelligence quotient as measured against an age-based average intelligence score.
Does test measure what it’s supposed to?
Validity
refers to the degree to which a test measures what it is supposed to measure.
Why is test reliability important?
Why is it important to choose measures with good reliability? Having good test re-test reliability
signifies the internal validity of a test
and ensures that the measurements obtained in one sitting are both representative and stable over time.
What is reliability coefficient?
A reliability coefficient is
a measure of the proportion of true variance relative to the total observed score variance resulting
from the application of a measurement protocol (such as a test, a scale, an expert rating, etc.) to a population of individuals.
What factors affect the reliability of a test?
(i)
Length
of the Test:
Reliability has a definite relation with the length of the test. The more the number of items the test contains, the greater will be its reliability and vice-versa. Logically, the more sample of items we take of a given area of knowledge, skill and the like, the more reliable the test will be.
