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Content validity is most often addressed in academic and vocational testing, where test items need to reflect the knowledge actually required for a given topic area (e.g., history) or job skill (e.g., accounting). In clinical settings, content validity refers to the correspondence between test items and the symptom content of a syndrome.
[3] Criterion validity is typically assessed by comparison with a gold standard test. [4] An example of concurrent validity is a comparison of the scores of the CLEP College Algebra exam with course grades in college algebra to determine the degree to which scores on the CLEP are related to performance in a college algebra class. [5]
Also known as external or criterion group method, empirical test construction attempts to create a measure that differentiates between different established groups. For example, this may include depressed and non-depressed individuals, or individuals high or low in levels of aggression.
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]
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.
Content validity is a demonstration that the items of a test do an adequate job of covering the domain being measured. In a personnel selection example, test content is based on a defined statement or set of statements of knowledge, skill, ability, or other characteristics obtained from a job analysis.
Many psychologists and education researchers saw "predictive, concurrent, and content validities as essentially ad hoc, construct validity was the whole of validity from a scientific point of view" [15] In the 1974 version of The Standards for Educational and Psychological Testing the inter-relatedness of the three different aspects of validity ...
Meta-analytic investigation of criterion validity of the SIMS and its scales [ edit ] A recent meta-analytic study [13] showed that the lowest SIMS scores are obtained in a group of normal volunteers, somewhat higher SIMS scores are obtained from persons with mild symptoms from car accidents, and the highest SIMS scores are those from patients ...