CHAPTER 6: VALIDITY

Question 1

It is a judgment or estimate of how well a test measures what it purports to measure in a particular context.

Answer 1

Validity

Question 2

It is a logical result or deduction.

Answer 2

Inference

Question 3

It is the process of gathering and evaluating evidence about validity.

Answer 3

Validation

Question 4

Studies conducted to gather evidence that a test measures what it is intended to measure and is appropriate for its intended use.

Answer 4

Validation Studies

Question 5

Validation studies done by the test user on their own group of test takers to ensure the test is valid for that specific population or setting, especially when changes to the test or its administration are made.

Answer 5

Local Validation Studies

Question 6

This is a measure of validity based on an evaluation of the subjects, topics, or content covered by the items in the test, and ensures that the test covers the full content of the construct it aims to measure.

Answer 6

Content Validity

Question 7

This refers to how well one measure predicts or correlates with an outcome or another measure (the “criterion”). This is a measure of validity obtained by evaluating the relationship of scores obtained on the test to scores on other tests or measures.

Answer 7

Criterion-related Validity

Question 8

This refers to whether the test truly measures the psychological concept or construct it intends to measure, like intelligence, depression, or motivation. This is a measure of validity that is arrived at by executing a comprehensive analysis of:

a. how scores on the test relate to other test scores and measures, and;
b. how scores on the test can be understood within some theoretical framework for understanding the construct that the test was designed to measure.

Answer 8

Construct Validity

Question 9

A traditional framework of test validity that includes three main types: content validity, criterion-related validity, and construct validity, where construct validity serves as the overarching or “umbrella” concept.

Answer 9

Trinitarian View

Question 10

The extent to which a test accurately measures a behavior, thought, or emotion in the real-world setting or situation where it naturally occurs.

Answer 10

Ecological Validity

Question 11

It refers to the degree to which a test appears to measure what it claims to measure, based on surface-level judgment. It relates more to what a test appears to measure to the person being tested than to what the test actually measures.

Answer 11

Face Validity

Question 12

A detailed plan that outlines the content areas, number of items for each area, and the structure and organization of a test.

Answer 12

Test Blueprint

Question 13

This type assesses whether a test correlates with a criterion measured at the same time. It is an index of the degree to which a test score is related to some criterion measure obtained at the same time (concurrently).

Answer 13

Concurrent Validity

Question 14

This type evaluates how well a test predicts a future criterion. It is an index of the degree to which a test score predicts some criterion measure.

Answer 14

Predictive Validity

Question 15

It is a standard used to make a judgment or decision, more specifically referring to the benchmark against which a test or test score is evaluated.

Answer 15

Criterion

Question 16

A characteristics of criterion wherein it is pertinent or applicable to the matter at hand.

Answer 16

Relevant

Question 17

A characteristics of criterion wherein it is valid for the purpose for which it is being used.

Answer 17

Valid

Question 18

A characteristics of criterion wherein it means that the criterion is free from influence by the predictor measures used in the test, ensuring that the standard against which a test is evaluated is not biased or artificially aligned with the test itself.

Answer 18

Uncontaminated

Question 19

It is the term applied to a criterion measure that has been based, at least in part, on predictor measures.

Answer 19

Criterion contamination

Question 20

It is the extent to which a particular trait, behavior, characteristic, or attribute exists in the population (expressed as a proportion).

Answer 20

Base Rate

Question 21

It may be defined as the proportion of people a test accurately identifies as possessing or exhibiting a particular trait, behavior, characteristic, or attribute.

Answer 21

Hit Rate

Question 22

It may be defined as the proportion of people the test fails to identify as having, or not having, a particular characteristic or attribute.

Answer 22

Miss Rate

Question 23

It is a miss wherein the test predicted that the testtaker did possess the particular characteristic or attribute being measured when in fact the testtaker did not.

Answer 23

False Positive

Question 24

It is a correlation coefficient that provides a measure of the relationship between test scores and scores on the criterion measure.

Answer 24

Validity Coefficient

Question 25

It is defined here as the degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use.

Answer 25

Incremental Validity

Question 26

It is an informed, scientific idea developed or hypothesized to describe or explain behavior. These are unobservable, presupposed (underlying) traits that a test developer may invoke to describe test behavior or criterion performance.

Answer 26

Construct

Question 27

One of the evidences of construct that refers to how consistently the items on a test measure the same construct. A test is said to be homogeneous when all its items correlate positively and significantly with the total test score, indicating that they are likely measuring the same underlying trait or ability.

Answer 27

Evidence of Homogeneity

Question 28

It refers to one type of construct validity evidence that examines whether a test reflects expected developmental trends over time. If a construct is known to change with age, then valid test scores measuring that construct should also reflect such changes.

Answer 28

Evidence of Changes with Age

Question 29

It is a form of construct validity evidence that examines whether a test can detect meaningful score changes due to an intervening experience or treatment. If test scores shift in expected directions after a known intervention, this supports the test’s validity in measuring the intended construct.

Answer 29

Evidence of Pretest–Posttest Changes

Question 30

It is a form of construct validity evidence that is also known as method of contrasted groups, and is a way to support construct validity by showing that test scores differ predictably between groups known to differ on the construct.

Answer 30

Evidence from Distinct Groups

Question 31

If a new test measures what it claims to (e.g., test anxiety), it should show strong positive correlations with established tests of the same construct and moderate correlations with related constructs (e.g., general anxiety). High correlations provide convergent validity evidence.

Answer 31

Convergent Evidence

Question 32

If a test is valid, it should not strongly correlate with unrelated constructs. For example, the Marital Satisfaction Scale (MSS) was found to have no significant correlation with a Social Desirability Scale, showing that MSS responses weren’t just socially desirable answers. This supports discriminant validity.

Answer 32

Discriminant Evidence

Question 33

It is a type of construct validity evidence that shows low or no correlation between a test and variables it should not theoretically be related to.

Answer 33

Discriminant evidence (or discriminant validity)

Question 34

It is a statistical technique introduced by Campbell & Fiske (1959) used to assess the construct validity of a set of tests by examining both convergent and discriminant validity. It involves measuring two or more traits using two or more methods, then comparing the correlation patterns.

Answer 34

Multitrait-Multimethod Matrix (MTMM)

Question 35

It is a statistical technique used to identify underlying factors or dimensions that explain the pattern of correlations among test items or subtests. It helps determine whether a test actually measures the constructs it claims to measure.

Answer 35

Factor Analysis

Question 36

It refers to a systematic error in a test that distorts the measurement of a psychological or educational trait for a particular group. It leads to unfair advantages or disadvantages not due to actual differences in the trait being measured, but due to irrelevant factors embedded in the test.

Answer 36

Test Bias

Question 37

For psychometricians, it is a factor inherent in a test that systematically prevents accurate, impartial measurement.

Answer 37

Bias

Question 38

It is a judgment resulting from the intentional or unintentional misuse of a rating scale.

Answer 38

Rating Error

Question 39

It is a type of rating error that is also known as generosity error, where the rater consistently gives higher scores than what is objectively warranted. This happens due to a tendency to be overly generous, rather than strictly evaluating actual performance or behavior.

Answer 39

Leniency Error

Question 40

It is a rating error in which the rater consistently gives lower or harsher scores than what is justified by the actual performance or behavior. It reflects a tendency to be overly critical.

Answer 40

Severity Error

Question 41

It is a type of rating error where the rater avoids giving very high or very low scores, and instead clusters all ratings around the midpoint of the scale, regardless of actual performance.

Answer 41

Central Tendency Error

Question 42

It is a procedure that requires the rater to measure individuals against one another instead of against an absolute scale.

Answer 42

Rankings

Question 43

It may be defined as a tendency to give a particular ratee a higher rating than he or she objectively deserves because of the rater’s failure to discriminate among conceptually distinct and potentially independent aspects of a ratee’s behavior.

Answer 43

Halo Effect

Question 44

It refers to the impartial, just, and equitable use of a test across individuals or groups.

Answer 44

Test Fairness

Question 45

It is value-driven and deals with ethical, legal, and social considerations.

Answer 45

Fairness