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Validity by Mind Map: Validity

1. Content Validity

1.1. Do the test questions correspond to what the user decides should be covered by the test?

1.1.1. “Does the test measure the instructional objectives?”

1.1.2. Does the test align with state academic standards (or the Common Core State Standards)?

1.2. Appropriate reading level

1.2.1. Grade level questions

1.3. Test construction

1.3.1. Poor construction?

1.3.2. Accurate measurement intentions

2. Criterion-Related Validity

2.1. Concurrent Criterion-Related Validity Evidence

2.1.1. Two measures that can be tested along side each other

2.1.2. Validity coefficient

2.2. Predictive Validity Evidence

2.2.1. How well the test predicts future behavior SAT used to measure who should be admitted to college

2.2.2. Predictive validity coefficient

3. Construct Validity Evidence

3.1. Correspondence with a theory

3.1.1. Arithmetic exam scores would improve after coaching in arithmetic.

4. Reliability

4.1. Test-Retest/ Stability

4.1.1. Test given twice

4.1.2. Amount of time between tests

4.2. Alternate or equivalent forms of test

4.2.1. Two tests equivalent in content but different in presentation

4.3. Internal Consistency

4.3.1. Split-half methods One test given test split by odds-evens

4.3.2. Theoretically, if a student gets one answer correct then that student will get other similar questions correct

4.4. Reliability coefficients

4.4.1. PRINCIPLE 1. Group variability affects the size of the reliability coefficient. Higher coefficients result from heterogeneous groups than from homogeneous groups.

4.4.2. PRINCIPLE 2. Scoring reliability limits test score reliability. If tests are scored unreliably, error is introduced that will limit the reliability of the test scores.

4.4.3. PRINCIPLE 3. All other factors being equal, the more items included in a test, the higher the reliability of the scores.

4.4.4. PRINCIPLE 4. Reliability of test scores tends to decrease as tests become too easy or too difficult.