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Task 2 (Gregory (validity (what does it measure and how well0 (construct…

- - - - demonstrated when a test is shown to be effective in estimating an examinee’s performance on some outcome measure
      - concurent validity (criterion measures are obtained at approximately the same time as the test scores)
      - predictive validity (the criterion measures are obtained in the future, usually months or years after the test scores are obtained)
      - A criterion is any outcome measure against which a test is validated. In practical terms, a criterion can be most anything. (number of days spent in an arrest as a measure of delinquency for example). Must be reliable, appropriate, and free of contamination from the test itself (if its effective in estimating a performance)
    - - Examples of constructs include leadership ability, overcontrolled hostility, depression, and intelligence. (whether you measure what you want to measure)
      - Convergent validity is demonstrated when a test correlates highly with other variables or tests with which it shares overlap.
      - Discriminant validity is demonstrated when a test does not correlate with variables or tests from which it should differ. For example, social interest and intelligence are theoretically unrelated, and tests of these two constructs should correlate negligibly, if at all.
      - multitrait-multimethod matrix – research design for proving both discriminant and convergent validity
      - Factor analysis
    - - quanification of content validity = 2 experts judments = content validity coefficient
      - Face validity - A test has face validity if it looks valid to test users, examiners, and especially the examinees.
  - - - Sensitivity - identification of patients who have a syndrome
      - Specificity - accurate identification of normal patients.
      - test will need sensitivity and specificity that exceed 80 or 90 percent in order to justify its use.
- - - - appraises the fidelity of the scoring structure to the structure of the construct domain at issue
    - - the extent to which score properties and interpretations generalize to and across population groups
    - - theoretical rationales for the observed consistencies in test responses
    - - convergent and discriminant evidence from multitrait-multimethod comparisons
    - - content relevance, representativeness, and technical quality
    - - the value implications of score interpretation as a basis for action as well as the actual and potential consequences of test use, especially in regard to sources of invalidity related to issues of bias, fairness, and distributive justice
    - - construct underrepresentation - the assessment is too narrow and fails to include important dimensions or facets of the construct
      - construct-irrelevant variance - the assessment is too broad, containing excess reliable variance associated with other distinct constructs as well as method variance such as response sets or guessing propensities
        
        construct-irrelevant easiness
        
        construct-irrelevant difficulty