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Content validity is different from face validity, which refers not to what the test actually measures, but to what it superficially appears to measure.Face validity assesses whether the test "looks valid" to the examinees who take it, the administrative personnel who decide on its use, and other technically untrained observers.
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.
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.
[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]
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]
Validity scales were retained (revised), two new validity scales have been added (Fs in 2008 and RBS in 2011), and there are new scales that capture somatic complaints. All of the MMPI-2-RF's scales demonstrate either increased or equivalent construct and criterion validity compared to their MMPI-2 counterparts. [10] [12] [13]
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 validity, quality, or use of tests, particularly annual standardized tests common in education have continued to be widely both supported or criticized. Like the tests themselves, supports and criticisms of tests are often varied and may come from a variety of sources such as parents, test takers, instructors, business groups, universities ...