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Concurrent validity is a type of evidence that can be gathered to defend the use of a test for predicting other outcomes. It is a parameter used in sociology, psychology, and other psychometric or behavioral sciences. Concurrent validity is demonstrated when a test correlates well with a measure that has previously been validated. The two ...
Although concurrent and predictive validity are similar, it is cautioned to keep the terms and findings separated. "Concurrent validity should not be used as a substitute for predictive validity without an appropriate supporting rationale." [3] Criterion validity is typically assessed by comparison with a gold standard test. [4]
In psychometrics, predictive validity is the extent to which a score on a scale or test predicts scores on some criterion measure. [ 1 ] [ 2 ] For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings.
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]
Concurrent validity, the extent to which a test correlates with another measure Predictive validity , the extent to which a score on a scale or test predicts scores on some other measure Discriminant validity , the degree to which results a test of one concept can be expected to differ from tests of other concepts that should not be correlated ...
The Standards for Educational and Psychological Measurement gives the following statement on test validity: "validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests". [36] Simply put, a test is not valid unless it is used and interpreted in the way it is intended. [37]
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 ...
E.g. a scale that is 5 pounds off is reliable but not valid. A test cannot be valid unless it is reliable. Validity is also dependent on the measurement measuring what it was designed to measure, and not something else instead. [6] Validity (similar to reliability) is a relative concept; validity is not an all-or-nothing idea.