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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 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.
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]
[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]
The content scales of the MMPI-2 were developed for the purpose of increasing the incremental validity of the clinical scales. [52] The content scales contain items intended to provide insight into specific types of symptoms and areas of functioning that the clinical scales do not measure, and are supposed to be used in addition to the clinical ...
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.
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 ...
Content validity evidence involves the degree to which the content of the test matches a content domain associated with the construct. For example, a test of the ability to add two numbers should include a range of combinations of digits. A test with only one-digit numbers, or only even numbers, would not have good coverage of the content domain.