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Test validity is the extent to which a test (such as a chemical, physical, or scholastic test) accurately measures what it is supposed to measure.In the fields of psychological testing and educational testing, "validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests". [1]
Between 1950 and 1954 the APA Committee on Psychological Tests met and discussed the issues surrounding the validation of psychological experiments. [1] Around this time the term construct validity was first coined by Paul Meehl and Lee Cronbach in their seminal article "Construct Validity In Psychological Tests". They noted the idea that ...
In psychology and cognitive science, a memory bias is a cognitive bias that either enhances or impairs the recall of a memory (either the chances that the memory will be recalled at all, or the amount of time it takes for it to be recalled, or both), or that alters the content of a reported memory. There are many types of memory bias, including:
This series of events generated a great deal of skepticism about the validity of existing research in light of widespread methodological flaws and failures to replicate findings. This led prominent scholars to declare a "crisis of confidence" in psychology and other fields, [42] and the ensuing situation came to be known as the "replication ...
The validity of a measurement tool (for example, a test in education) is the degree to which the tool measures what it claims to measure. [3] Validity is based on the strength of a collection of different types of evidence (e.g. face validity, construct validity, etc.) described in greater detail below.
The 2014 edition is the 7th edition of The Standards, and it shares the exact same names as the 1985 and 1999 editions. [3] Technical recommendations for psychological tests and diagnostic techniques: A preliminary proposal (1952) and Technical recommendations for psychological tests and diagnostic techniques (1954) editions were quite brief.
Internal validity, therefore, is more a matter of degree than of either-or, and that is exactly why research designs other than true experiments may also yield results with a high degree of internal validity. In order to allow for inferences with a high degree of internal validity, precautions may be taken during the design of the study.
Conceptual validity refers to how well specific research maps onto the broader theory that it was designed to test. Conceptual and construct validity have a lot in common, but conceptual validity relates a study to broad theoretical issues whereas construct validity has more to do with specific manipulations and measures.