20 Summary

This module provides an overview of validity, with examples of content, criterion, and construct validity, and details on how these three sources of validity evidence come together to support the intended interpretations and uses of test scores. The validation process is an incremental one, where sound test development practices and strong empirical results accumulate to establish

20.1 Exercises

  1. Consider your own testing application and how you would define a content domain. What is this definition of the content domain based on? In education, for example, end-of-year testing, it’s typically based on a curriculum. In psychology, it’s typically based on research and practice. How would you confirm that this content domain is adequate or representative of the construct? And how could content validity be compromised for your test?
  2. Consider your own testing application and a potential criterion measure for it. How do you go about choosing the criterion? How would you confirm that a relationship exists between your test and the criterion? How could criterion validity be compromised in this case?
  3. Construct underrepresentation and misrepresentation are reviewed briefly for the hypothetical test of panic attacks. Explain how underrepresentation and misrepresentation could each impact content validity for the early literacy measures.
  4. Suppose a medical licensure test correlates at 0.50 with a criterion measure based on supervisor evaluations of practicing physicians who have passed the test. Interpret this correlation as a validity coefficient, discussing the issues presented in this module.
  5. Consider what threats might impact the validity of your own testing application. How could these threats be identified in practice? How could they be avoided through sound test development?