Ultimately, it's the overall pattern of correlations that provides convincing (or unconvincing) evidence of a test's construct validity. usually requires a series of studies that examine the correlations between the test and various measures related to the trait in question. construct validity-the extent to which there is evi- dence that a test measures a particular hypothetical construct. If your test has reasonable validity, there ought to be a reason- ably strong positive correlation between the test and the criterion measure. The performance ratings would be the independent criterion of pilot aptitude. Criterion-related validity is estimated by correlating subjects' scores on a test with their scores on an independent criterion (another measure) of the trait assessed by the test. Content validity is evaluated with logic more than with statistics. Often contrasted with direct memory testing. Content validity refers to the degree to which the content of a test is representative of the domain it's supposed to cover. Examples of indirect tests include word-stem completion, the lexical-decision task, and tachistoscopic recognition. Achievement tests and educational tests such as class- room exams should have adequate content validity. (no set standards) Validity refers to the ability of a test to measure what it was designed to measure. Most reliability coefficients fall between 0.70 and 0.95. Reliability estimates require the computation of correlation coefficients. One widely used approach is to check test-retest reliability, which is estimated by comparing subjects' scores on two administrations of a test. Can be defined as whatever intelligence tests measure -usually school smarts -generate scores allows us to compare individuals. Reliability refers to the measurement consistency of a test (or of other kinds of measurement techniques).
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