![]() ![]() Messick, in 1975, proposed that proving the validity of a test is futile, especially when it is impossible to prove that a test measures a specific construct. In many cases, researchers do not subdivide test validity, and see it as a single construct that requires an accumulation of evidence to support it. This tripartite approach has been the standard for many years, but modern critics are starting to question whether this approach is accurate. A test designed to measure depression must only measure that particular construct, not closely related ideals such as anxiety or stress. Construct ValidityĬonstruct validity is a measure of how well a test measures up to its claims. For example, a school test of ability should reflect what is actually taught in the classroom. Predictive validity is a measure of how well a test predicts abilities, such as measuring whether a good grade point average at high school leads to good results at university.Ĭontent validity establishes how well a test compares to the real world. ![]() Concurrent validity measures the test against a benchmark test, and high correlation indicates that the test has strong criterion validity.Criterion ValidityĬriterion validity establishes whether the test matches a certain set of abilities. If a research project scores highly in these areas, then the overall test validity is high. Test validity incorporates a number of different validity types, including criterion validity, content validity and construct validity. ![]()
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