Psychology Lecture 2: Reliability and Validity
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Questions and Answers

What is the difference between reliability and validity?

Reliability refers to the test measuring one and only one thing precisely, while validity refers to the test measuring what it is supposed to measure.

What are three things that need consistency to support reliability?

Internal consistency, test-retest consistency, and inter-rater reliability.

What is Generalizability Theory?

A statistical framework that looks at all sources of error in assessments to determine reliability.

What are the five sources of evidence for validity?

<p>Evidence from item content, evidence from process/manipulations, evidence from internal structure, evidence from relationship to other variables, and evidence from consequences of test use.</p> Signup and view all the answers

What are the Test Standards?

<p>Recommendations for using and interpreting test scores developed by the APA, AERA, and NCME.</p> Signup and view all the answers

What are the three parts to the test standards?

<p>Foundations, Operations, and Testing Applications.</p> Signup and view all the answers

What are the three tenets of professional practice for using and interpreting test scores?

<p>Validity, reliability/precision, and fairness in testing.</p> Signup and view all the answers

Why are the test standards important?

<p>They represent current consensus, operational guidelines, alternative viewpoints, and psychometric models.</p> Signup and view all the answers

What is a major problem with the 'new' standards?

<p>They are currently very difficult to access.</p> Signup and view all the answers

What is validity according to the 2014 Standards?

<p>The degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests.</p> Signup and view all the answers

What is the overarching standard of validity?

<p>A rationale should be presented for each recommended interpretation and use of test scores.</p> Signup and view all the answers

What was the 1954 Standards definition of validity?

<p>A test is valid for anything with which it correlates.</p> Signup and view all the answers

What was the 1966 Standards definition of validity?

<p>Tripartite view: Content validity, criterion validity (concurrent &amp; predictive), and construct validity (discriminant &amp; convergent).</p> Signup and view all the answers

What was the 1985 Standards definition of validity?

<p>Tripartite plus outcomes.</p> Signup and view all the answers

What was the 1999 Standards definition of validity?

<p>A unitary form of validity based on evidence from multiple sources to support an argument for what test scores actually mean.</p> Signup and view all the answers

What is the 2014 Standards definition of validity?

<p>Essentially unchanged from 1999, a unitary form of validity based on evidence from multiple sources.</p> Signup and view all the answers

What is the basis of construct validity?

<p>The idea of a nomological network, which is the theoretical framework about what the test should measure.</p> Signup and view all the answers

What are some of the issues with the criterion view of validity?

<p>There may not always be one obvious criterion variable, and various tests may be used for different purposes.</p> Signup and view all the answers

Give two examples of tests used for different purposes in different groups.

<p>An English-language reading comprehension test and the MMPI for employment selection.</p> Signup and view all the answers

What is validity dependent on?

<p>Test purpose and use, and characteristics of the test-takers.</p> Signup and view all the answers

What are the two key publications in the Tripartite view?

<p>Cronbach &amp; Meehl (1955) and Campbell &amp; Fiske (1959).</p> Signup and view all the answers

What are the three key components in the Tripartite view?

<p>Content validity, criterion validity, and construct validity.</p> Signup and view all the answers

What is Test Content Evidence for Validity composed of?

<p>Relevance and representativeness.</p> Signup and view all the answers

Explain Response Processes as Evidence for Validity.

<p>Evidence should show that the test measures the intended process through various methods such as think-aloud protocols.</p> Signup and view all the answers

Give an example of Internal Structure as Evidence for Validity.

<p>The presence of six facets of Conscientiousness from the NEO-PI-R personality model.</p> Signup and view all the answers

Explain Relationship to Other Variables as Evidence of Validity.

<p>Convergent and discriminant evidence, and replication in different situations and for different purposes.</p> Signup and view all the answers

Provide an example of the intended and unintended consequences of testing.

<p>NAPLAN test scores intended to identify progress may lead to consequences like league tables and school flight.</p> Signup and view all the answers

Study Notes

Reliability vs Validity

  • Reliability: Ensures a test measures one distinct construct consistently.
  • Validity: Ensures a test accurately measures what it claims to measure.

Consistency in Reliability

  • Across Items: Internal consistency, alternate forms, split-half reliability.
  • Across Time: Test-retest reliability measures stability.
  • Across Other Sources: Inter-rater reliability to ensure agreement among different evaluators.

Generalizability Theory (G-Theory)

  • Examines various sources of measurement error collectively.
  • Provides a statistical framework for understanding the reliability of measurements under diverse conditions.

Evidence for Validity

  • Item Content: Relevant content should reflect the domain.
  • Process/Manipulations: Validity is supported by evidence of the intended measurement processes.
  • Internal Structure: The structure of test components aligns with theoretical expectations.
  • Relationship to Other Variables: Includes criterion (concurrent & predictive) and construct (discriminant & convergent) validity.
  • Consequences of Test Use: Evaluates outcomes of using the test, both intended and unintended.

Test Standards Overview

  • Framework for interpreting test scores established by:
    • American Psychological Association (APA)
    • American Educational Research Association (AERA)
    • National Council on Measurement in Education (NCME)
  • Updated standards published in 1954, 1966, 1974, 1985, and 1999, with the latest available in 2014.

Components of Test Standards

  • Part I: Foundations of testing principles.
  • Part II: Operational procedures for tests.
  • Part III: Applications of testing practices.

Professional Practice Tenets

  • Validity must be established for interpretations.
  • Reliability emphasizes precision and minimizes measurement errors.
  • Fairness ensures equitable testing conditions.

Importance of Test Standards

  • Provide a comprehensive framework for current guidelines.
  • Encourage alternative perspectives and address potential biases.
  • Embed psychometric models for evaluating validity and reliability.

Challenges with New Standards

  • Accessibility issues hinder widespread implementation and use.

Definitions and Views of Validity Across Standards

  • 1954: Validity as correlation with criteria.
  • 1966: Tripartite model emphasizes content, criterion, and construct validity.
  • 1985: Expanded to include consequences of testing.
  • 1999/2014: Validity viewed as a unitary concept based on diverse evidential sources.

Criterion View of Validity

  • Validity measured by how effectively a test predicts outcomes.
  • Limitations include lack of a single, clear criterion for measurement.

Issues with Constructs and Tripartite View

  • Potential misalignment between theoretical predictions and test outcomes.
  • Overemphasis on different validity types complicates evaluations.

Key Components of Tripartite View

  • Content Validity: Domain representation in the test content.
  • Criterion Validity: Correlations measured at the same time or over time.
  • Construct Validity: Empirical relationships between theoretically related and unrelated constructs.

Evidence for Validity

  • Test Content Evidence: Must show relevance and representativeness.
  • Response Processes: Actual measurement of intended processes; validated using techniques like think-aloud protocols.
  • Internal Structure: Empirical versus theoretical expectations about test components.
  • Relationship to Other Variables: Examines correlations across various conditions and populations.
  • Consequences of Testing: Outcomes that may differ from intended uses, such as data misinterpretations leading to policy issues.

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Description

This quiz covers key concepts from Lecture 2 on the reliability and validity of tests in psychology. It highlights the differences between these two crucial aspects, detailing what constitutes reliability and how it supports consistency in measurement. Additionally, it includes important factors that ensure the validity of psychological assessments.

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